Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.5 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Event Event talk 4 28 2814538 2813294 2026-06-08T12:03:37Z Bert Niehaus 2387134 /* Votes */ 2814538 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) 414rp8asvhyy2222dupe3mowoi29crb 2814672 2814538 2026-06-08T17:07:59Z Juandev 2651 /* How much of Wikiversity’s content is LLM slop? */ Reply 2814672 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) 4o8nsxehm5qb5halq382mhki6pvlbaw 2814679 2814672 2026-06-08T19:06:51Z Dick Bos 24466 /* Votes */ db 2814679 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) een6dke0xo9h307bnykh7myp0opx6qj 2814683 2814679 2026-06-08T20:34:59Z VadymTS1 3069057 /* Create an autopatrolled user group? */ 2814683 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) 063yloksjdnbceu9in2bnycx2oexm2e 2814684 2814683 2026-06-08T21:14:16Z Codename Noreste 2969951 /* Create an autopatrolled user group? */ reply ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]]) 2814684 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) gw63r592m5q0nlfvdilw5digekg79sr 2814686 2814684 2026-06-08T21:30:02Z AUBSTRAWBS 3060598 posed a question 2814686 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) m3ymjziz7eicr6n2uhj1ob8ng1luhg9 2814691 2814686 2026-06-08T21:45:25Z Atcovi 276019 moving + reply 2814691 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) hv5o7zz7fuh2i7hwljnlhlkcpun79ih 2814692 2814691 2026-06-08T21:50:26Z AUBSTRAWBS 3060598 /* New user what do I do here */ Reply 2814692 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) f9lxfhfp23xgeubafityfh7cmzt0k8f 2814816 2814692 2026-06-09T05:52:28Z Juandev 2651 /* Towards an Ethics policy */ new section 2814816 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) bxga4x0ab41lghuo9a80c1ubtf06nv1 2814817 2814816 2026-06-09T06:08:11Z Juandev 2651 /* Proposed user group and/or possible policy changes */ Reply 2814817 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) p7st5xwy3soqjf6wttdqt5g3la5p66m 2814821 2814817 2026-06-09T07:13:26Z Koavf 147 /* Create an autopatrolled user group? */ Reply 2814821 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) ed664w8di0muuqsaemqiom8kbjbohwv 2814822 2814821 2026-06-09T07:14:15Z Koavf 147 /* Proposal to rehost Wikinews here */ Reply 2814822 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) 00h8oc9xklms7yzse8jos44maw0v38s 2814824 2814822 2026-06-09T07:39:03Z Koavf 147 /* Towards an Ethics policy */ Reply 2814824 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) snnjmapre8pv1nj4i91oq62hp1luta0 2814830 2814824 2026-06-09T07:59:50Z Juandev 2651 /* Towards an Ethics policy */ Reply 2814830 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) o7145yn4ie7cd6divpa25nezimtgw2u 2814832 2814830 2026-06-09T08:06:16Z Koavf 147 /* Towards an Ethics policy */ Reply 2814832 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) 84u17se46vfxvghhrrgf3ewcn7nevo4 2814833 2814832 2026-06-09T08:09:30Z Juandev 2651 /* Comments and questions */ Reply 2814833 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) *:::Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:09, 9 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) duwa1tdxdpo3lgvijcfknyklzy70xin 2814834 2814833 2026-06-09T08:11:46Z Dronebogus 3054149 /* How much of Wikiversity’s content is LLM slop? */ Reply 2814834 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) *:::Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:09, 9 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) ::Wikimedia has a lot of ''volunteer'' artists who can illustrate if asked. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:11, 9 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) 5t6sd5p63mwl23kyqmkpluun5hbe9m9 2814835 2814834 2026-06-09T08:14:16Z Dronebogus 3054149 /* Towards an Ethics policy */ Reply 2814835 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) *:::Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:09, 9 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) ::Wikimedia has a lot of ''volunteer'' artists who can illustrate if asked. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:11, 9 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) :AI generated content should not be allowed as it is inherently plagiarism. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:14, 9 June 2026 (UTC) 2hyimkri4xxacd5mdj6cl4c1u1vbvjc 2814838 2814835 2026-06-09T09:53:11Z Juandev 2651 /* Towards an Ethics policy */ Reply 2814838 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) *:::Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:09, 9 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) ::Wikimedia has a lot of ''volunteer'' artists who can illustrate if asked. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:11, 9 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) :AI generated content should not be allowed as it is inherently plagiarism. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:14, 9 June 2026 (UTC) ::And if the user mention it was generated by an AI? Note that there is something called as public domain, that is the author wave its rights. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:53, 9 June 2026 (UTC) 8g1htfcn5j2cfk598vczl9m4m9cwfu4 2814839 2814838 2026-06-09T10:18:22Z Dronebogus 3054149 /* Towards an Ethics policy */ Reply 2814839 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) *:::Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:09, 9 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) ::Wikimedia has a lot of ''volunteer'' artists who can illustrate if asked. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:11, 9 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) :AI generated content should not be allowed as it is inherently plagiarism. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:14, 9 June 2026 (UTC) ::And if the user mention it was generated by an AI? Note that there is something called as public domain, that is the author wave its rights. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:53, 9 June 2026 (UTC) :::Plagiarism isn’t copyright. Crediting the AI is not crediting the authors the AI stole from without credit. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 10:18, 9 June 2026 (UTC) lu8eftovy9vh6jmh9bonxp1arsdy0y0 2814840 2814839 2026-06-09T10:18:44Z Dronebogus 3054149 /* Towards an Ethics policy */ 2814840 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) *:::Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:09, 9 June 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) ::Wikimedia has a lot of ''volunteer'' artists who can illustrate if asked. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:11, 9 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) == Proposed user group and/or possible policy changes == I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) :AI generated content should not be allowed as it is inherently plagiarism. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:14, 9 June 2026 (UTC) ::And if the user mention it was generated by an AI? Note that there is something called as public domain, that is the author wave its rights. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:53, 9 June 2026 (UTC) :::Plagiarism isn’t copyright violation. Crediting the AI is not crediting the authors the AI stole from without credit. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 10:18, 9 June 2026 (UTC) 2pof89djetzc5vu924vmkpeh5i04y5p 8 1213 2814823 2812643 2026-06-09T07:14:45Z Koavf 147 Undo all revisions. Resource is empty, but not [[Wikiversity:Deletion policy|deleted]]. 2814823 wikitext text/x-wiki phoiac9h4m842xq45sp7s6u21eteeq1 4 1786 2814669 2812888 2026-06-08T16:57:20Z Juandev 2651 /* Deleting subpages */ Reply 2814669 wikitext text/x-wiki {{/Header}} == 2FA requirement for bureaucrats == Per [[Special:ListGroupRights#bureaucrat]] and per [[phab:T423120|T423120]], you'll notice that two-factor authentication is required to use bureaucrat permissions (and will soon be enforced). Our existing bureaucrats should take a moment to verify and utilize two-factor authentication. Thank you. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:31, 27 May 2026 (UTC) : Thanks for the reminder. Bureaucrats should have received emails. I switched it on recently. Relatively painless and hasn't disrupted workflow, so seems to be well implemented. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:13, 28 May 2026 (UTC) ::Yes, I turned this on. I would highly recommend that anyone with rights (custodians, curators, etc.) enable this. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:42, 30 May 2026 (UTC) == Redundant user rights == I recently changed the user rights for community approved custodians and bureaucrats per consensus. I just realized that I removed curator for Atcovi when adding 'crat thinking that curator was redundant. I then realized that I haven't been consistent about removing old bits. I don't have a strong opinion on this. Just asking. Should curator rights be removed when adding custodian or 'crat? I've never been a curator and don't currently have that bit set. Some accounts still have curator with other rights and others (like mine) don't. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:00, 31 May 2026 (UTC) :If someone steps down as bureaucrat but wants to remain a custodian/curator, then having those rights as well ensures that they won't be accidentally removed. This exact scenario just happened on another wiki where I am a bureaucrat. It can't hurt to have the redundant ones, if you ask me. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:02, 31 May 2026 (UTC) ::[[Special:ListUsers/bureaucrat|Currently]], all the 'crats have custodian; Koavf additionally has curator, which none of the other 'crat accounts have. PieWriter, MathXplore, and Koavf are the only custodians to also have curator. [https://en.wikiversity.org/wiki/Special:ListUsers?username=&group=sysop&wpsubmit=&wpFormIdentifier=mw-listusers-form&limit=50] I propose that we should either a) add curator to all 'crats and custodians or b) remove the redundant bit from all accounts. I don't have a preference, I'm just advocating for consistency and clarity. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:49, 31 May 2026 (UTC) ::: I lean more on removing the curator bit from all custodians and bureaucrats, as custodians themselves have most, if not all curator user rights, followed by some additional user rights. I planned to remove the curator bit from custodians and to leave a note here about my action(s) for review, until I saw this message. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 00:54, 31 May 2026 (UTC) :::: I'm inclined to follow the [[w:Principle of least privilege]] and remove redundant bits. A custodian or 'crat doesn't need curator. Granting these bits later should be no big deal. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 01:13, 31 May 2026 (UTC) : Agree with principles of simplicity and consistency. Plus that agreed practice should be documented. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:18, 31 May 2026 (UTC) {{ping|Atcovi|PieWriter|MathXplore|Koavf}} Pinging contributors who may have an interest in discussion. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 01:59, 31 May 2026 (UTC) :I'm okay with whatever. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 02:19, 31 May 2026 (UTC) : Removing the curator is OK. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:33, 31 May 2026 (UTC) :Seems fine to me [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 02:37, 31 May 2026 (UTC) : {{done}} for all three above. Atcovi already removed his own curator rights as it was redundant to custodian rights. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 14:59, 31 May 2026 (UTC) == Deleting subpages == What script do you suggest for deleting a large number of subpages? I found: * [[Wikipedia:User:Splarka/ajaxbatchdelete.js]] * [[Wikisource:User:George Orwell III/ajaxbatchdelete.js]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:31, 5 June 2026 (UTC) :I use MassDelete. You can find a copy at [[User:Koavf/common.js]] and enable it at [[Special:MassDelete]] once you have added it to your JS page(s). ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:00, 5 June 2026 (UTC) : I use MassDelete by DreamRimmer, see [[m:User:DreamRimmer/MassDelete.js]]. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:14, 5 June 2026 (UTC) :As far as I dont know MassDelete, I would try to do it with [[special:nuke]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:57, 8 June 2026 (UTC) rzgo9qvdjkwx5rgo5qicfmb4ehmh86q 2814675 2814669 2026-06-08T17:15:46Z Koavf 147 /* Deleting subpages */ Reply 2814675 wikitext text/x-wiki {{/Header}} == 2FA requirement for bureaucrats == Per [[Special:ListGroupRights#bureaucrat]] and per [[phab:T423120|T423120]], you'll notice that two-factor authentication is required to use bureaucrat permissions (and will soon be enforced). Our existing bureaucrats should take a moment to verify and utilize two-factor authentication. Thank you. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:31, 27 May 2026 (UTC) : Thanks for the reminder. Bureaucrats should have received emails. I switched it on recently. Relatively painless and hasn't disrupted workflow, so seems to be well implemented. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:13, 28 May 2026 (UTC) ::Yes, I turned this on. I would highly recommend that anyone with rights (custodians, curators, etc.) enable this. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:42, 30 May 2026 (UTC) == Redundant user rights == I recently changed the user rights for community approved custodians and bureaucrats per consensus. I just realized that I removed curator for Atcovi when adding 'crat thinking that curator was redundant. I then realized that I haven't been consistent about removing old bits. I don't have a strong opinion on this. Just asking. Should curator rights be removed when adding custodian or 'crat? I've never been a curator and don't currently have that bit set. Some accounts still have curator with other rights and others (like mine) don't. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:00, 31 May 2026 (UTC) :If someone steps down as bureaucrat but wants to remain a custodian/curator, then having those rights as well ensures that they won't be accidentally removed. This exact scenario just happened on another wiki where I am a bureaucrat. It can't hurt to have the redundant ones, if you ask me. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:02, 31 May 2026 (UTC) ::[[Special:ListUsers/bureaucrat|Currently]], all the 'crats have custodian; Koavf additionally has curator, which none of the other 'crat accounts have. PieWriter, MathXplore, and Koavf are the only custodians to also have curator. [https://en.wikiversity.org/wiki/Special:ListUsers?username=&group=sysop&wpsubmit=&wpFormIdentifier=mw-listusers-form&limit=50] I propose that we should either a) add curator to all 'crats and custodians or b) remove the redundant bit from all accounts. I don't have a preference, I'm just advocating for consistency and clarity. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:49, 31 May 2026 (UTC) ::: I lean more on removing the curator bit from all custodians and bureaucrats, as custodians themselves have most, if not all curator user rights, followed by some additional user rights. I planned to remove the curator bit from custodians and to leave a note here about my action(s) for review, until I saw this message. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 00:54, 31 May 2026 (UTC) :::: I'm inclined to follow the [[w:Principle of least privilege]] and remove redundant bits. A custodian or 'crat doesn't need curator. Granting these bits later should be no big deal. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 01:13, 31 May 2026 (UTC) : Agree with principles of simplicity and consistency. Plus that agreed practice should be documented. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:18, 31 May 2026 (UTC) {{ping|Atcovi|PieWriter|MathXplore|Koavf}} Pinging contributors who may have an interest in discussion. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 01:59, 31 May 2026 (UTC) :I'm okay with whatever. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 02:19, 31 May 2026 (UTC) : Removing the curator is OK. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:33, 31 May 2026 (UTC) :Seems fine to me [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 02:37, 31 May 2026 (UTC) : {{done}} for all three above. Atcovi already removed his own curator rights as it was redundant to custodian rights. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 14:59, 31 May 2026 (UTC) == Deleting subpages == What script do you suggest for deleting a large number of subpages? I found: * [[Wikipedia:User:Splarka/ajaxbatchdelete.js]] * [[Wikisource:User:George Orwell III/ajaxbatchdelete.js]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:31, 5 June 2026 (UTC) :I use MassDelete. You can find a copy at [[User:Koavf/common.js]] and enable it at [[Special:MassDelete]] once you have added it to your JS page(s). ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:00, 5 June 2026 (UTC) : I use MassDelete by DreamRimmer, see [[m:User:DreamRimmer/MassDelete.js]]. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:14, 5 June 2026 (UTC) :As far as I dont know MassDelete, I would try to do it with [[special:nuke]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:57, 8 June 2026 (UTC) ::Nuke expires, so if a page was created more than <var>x</var> days ago, then Nuke won't catch it. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:15, 8 June 2026 (UTC) 4xa964op5ufmt509i982h61ebjpm3tr 4 1791 2814671 2813026 2026-06-08T16:59:12Z Juandev 2651 /* Template:UserSkype */ Reply 2814671 wikitext text/x-wiki {{/header}} == [[IMHA Research Archives]] == I propose to '''move to userspace''', including the subpages. I struggle to understand how Wikiversity readers are supposed to benefit from the material here and in the subpages. In the log, there is e.g. '10 February 2019 Marshallsumter discuss contribs deleted page IMHA Research Archives (content was: "{<nowiki/>{Delete|Author request}} Thanks! -")', so the page was deleted before, but not the subpages. We could also delete all the material if we have strong enough suspicion too much of it is copyright violation. In any case, moving to user space improves the matter a little by moving the content away from Google search. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:38, 9 November 2025 (UTC) :Looking at some sub-pages, they can be deleted e.g., because they only consist of broken links or are largely empty. I deleted a couple but haven't been through all to check. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:27, 10 November 2025 (UTC) As an example, let me give the wikitext content of [[IMHA Research Archives/3. Scientific litterature search, storage and use]]: <pre> ==[[/Medicina Maritima - the Spanish scientific maritime health journal/]]== ==[[/PubMed/]]== ==[[/Google and Google Scholar/]]== ==[[/Zotero/]]== ==[https://www.dropbox.com/sh/d91z7bcyelfvk42/AAAkIvjtBnnFMbiU9ZLOdVL9a/Andrioti_database%20sources0310.pptx?dl=0 Maritime health web portal ressources ]== </pre> The wikilinks are red; the external link to dropbox says "You don't have access". This was made in 2016. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:04, 11 November 2025 (UTC) :I suggest delete -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:27, 12 November 2025 (UTC) :: I think we should avoid deletion as much as possible, instead moving to user space (bar copyvio, ethics violation, etc.). This is a good general principle. It greatly improves auditability and makes it so much easier for anyone to request undeletion since they know what content they are requesting for undeletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:52, 12 November 2025 (UTC) :::Do not recreate Wikiversity from the educational and research project to the personal blog. That will lead to the cancelation of it by WMF. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:44, 20 November 2025 (UTC) :::: The English Wikiversity has a long tradition of moving problematic content to user space, as per evidence collected at [[User:Dan_Polansky/About Wikiversity#Moving pages to userspace]]. If Wikimedia Foundation finds this problematic, they can start a discussion in Colloquium and state their concerns. They do not need to make explicit threats at first; they can start a discussion and explain why it is problematic. They can even do it from an anonymous IP and provide a well-articulated reasoning. And anyone else can start a discussion in Colloquium to change this tradition. I do not see why we should not want to change that tradition based on well-articulated, compelling reasoning. I see no reason why Juandev should be making threats instead of them, on a per RFD basis. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:58, 21 November 2025 (UTC) :::: If Juandev is ''sincere'' about deleting very-low-value items ''from user space'', he should perhaps demonstrate that by asking his pages like [[:cs:Uživatel:Juandev/Problémy/Kov/Repase dvířek elektroskříně]] to be deleted; otherwise, I register a ''glaring inconsistence''. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:43, 21 November 2025 (UTC) ::What was the original delate page about @[[User:Jtneill|Jtneill]]? I guess that would be crucial for the decission. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:48, 20 November 2025 (UTC) :::@[[User:Juandev|Juandev]] the couple of pages I checked and deleted were much like @[[User:Dan Polansky|Dan Polansky]] posted above i.e., headings with empty sections and/or broken links but no substantive content. But I think each sub-page needs checking. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:59, 20 November 2025 (UTC) ::::So I'm saying that the main page usually determines what the other pages are for. But if I don't know the page because it's been deleted, or why was deleted (deletion based on the founder's request is probably not the rule), it's hard to judge. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:16, 20 November 2025 (UTC) :::::I've pasted the original content of the root page: [[IMHA Research Archives#Original page]] (i.e., prior to the content being removed and deletion requested) to help understand the context for the sub-pages. In 2018, Saltrabook blanked the page, indicating that the content had been moved elsewhere, and requested page deletion. Marshallsumter then deleted the main page but not the sub-pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:58, 21 November 2025 (UTC) ::::::I see, so if those subpages are usefull I would keept them, if not I would delete them. I dont see a point of providing free hosting to sombody, by moving many pages to their user space. The question is if we want to host (i.e. to have in the main ns) lists of links elsewhere. I have no opinion on that. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:11, 22 November 2025 (UTC) : Let me clarify that while many of the subpages are like the example above, [[IMHA Research Archives/Scientific litterature search, storage and use/Zotero]] is different: :: "A continuous critical and evidence based learning is a core issue in clinical practice, research, teaching, publication and prevention activities. The Zotero Program is just one of many scientific literature management programs, that should be used for these purposes. Of course one can live without such a database but it helps a lot and can save a lot of time that could be used for more interesting issues. Not only that, but it helps to create better publications and knowledge. Without this program it can be very time consuming to publish a scientific article with the requested style for the references. Further in daily practice when you want to collect and cite a few references for a specific evidence in a clinical colloquium and discussion, this program is excellent. Therefore we strongly recommend that all maritime health persons learn how to use this excellent tool in their daily maritime health practice of all different types. There are good online courses for self-instruction on how to use Zotero. For example this one: Zotero fast online course But in order to increase IMHAR´s collective scientific strength in the use of EBM we would like to give training sessions in every possible opportunity, IMHA Symposia, seminars and other types of meetings. The database is useful for personal purposes but especially also for collaborative aims. At the IMHAR meeting in Paris Oct 7th 2016 we will give an introduction to the program by showing how it can be used in the daily practice and discuss strength and weaknesses compared to other similar databases." : Even longer is e.g. [[IMHA Research Archives/Scientific litterature search, storage and use/Medicina Maritima - the Spanish scientific maritime health journal]]. : However, that does not mean these should be salvaged. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:53, 21 November 2025 (UTC) :{{ping|Saltrabook}} I'm wondering if you can respond here to help us decide about whether to delete the IMHA Research Archives sub-pages or perhaps move them to your user space? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:58, 17 May 2026 (UTC) : [[Special:Diff/2811248]] provides confirmation from Saltrabook to go ahead and delete these archives -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:56, 23 May 2026 (UTC) == Undeletion request == {{archive top|'''Not done''' - discussion has been opened for over a month with no proper explanation as to why the page in question should be undeleted + author of the page failed to address any relevant arguments. I'd suggest reading [[Wikiversity:What is Wikiversity?]] and [[Wikiversity:Verifiability]] to find ways on how you can contribute to this site productively. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:49, 4 June 2026 (UTC)}} It was deleted by an admin without discussion and with untrue rationale. If people take offense with the question that doesn't mean it's not a valid question and the page was good. Please undelete the Wikidebate page [https://web.archive.org/web/20250810030352/https://en.wikiversity.org/wiki/Is_it_likely_that_Earth_has_been_visited_by_aliens_millions_of_years_ago%3F Is it likely that Earth has been visited by aliens millions of years ago?] There are lots of sources on the subject, the wikidebate is sourced very well compared to other wikidebates and wikiversity pages, and the page is educational, useful and of good quality. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 23:57, 10 April 2026 (UTC) :Page: [[Is it likely that Earth has been visited by aliens millions of years ago?]] :Ping: [[User:Atcovi|Atcovi]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:21, 11 April 2026 (UTC) :There is no need for a discussion for straight garbage-level, pseudoscientific content. :For '''Is it likely that Earth has been visited by aliens millions of years ago?''', the flaws for this page wouldn't even take someone more than a few minutes to assess: :* Essentially, the "pro" arguments unproven claims being derived from irrelevant, established facts (basically: "it is likely aliens have came because Earth has existed for so long [sources proving Earth's longevity]"). These are not serious, scientifically-backed arguments - these are non sequiturs. It's as if I said Wikipedia has existed longer than my existence on Earth ([https://d1wqtxts1xzle7.cloudfront.net/74351725/eyJoIjogImZiODhmYzNkODU1N2UxMWExYzUyODJiYzgzZTRmZDM4OTBjODY5YWMzMjA3NDNmOWEyZTA0ZTU3ZGYwZjAyYTkiLCAidSI6ICJodHRwczovL3B1cmUuaHZhLm5sL3dz-libre.pdf?1636354596=&response-content-disposition=inline%3B+filename%3DCritical_Point_of_View_A_Wikipedia_Reade.pdf&Expires=1775872055&Signature=GqbUZboYRvUYWi~aW40LT5eZSHrLuDL3o0-DxAH8vSvcJcGAuyByZWLF2oHTY6GlB72TqvZxpE-v9d4gvsA6myriYqO~QQQZgWxjT2JXjUWC-yiPcTF4l~lroJSi4dY0v9eKiBcU03l-aeUdrX8~UPfi0TfW0IhsmzH-VBR6X6FrzRpIqc6uM6n9YXfr5FRB3aCqqokU690af3n0Hguaub1Zgmh9qjYYqzBS0VOOHjKTTEQnDuadX3jl5CQeXYTaeCC3H0hMeVwHlratbrnuFEKC1aN0-5znCUoSzMEg21ECzGPTrSDM1W05dcK-u0ZTCeUGKAuC-2yRFL3sY46MIw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA#page=157 reputable source proving ''this'' fact]), therefore it's likely that my birth took place solely for the sake of me experiencing Wikipedia (0 backing). It makes no sense and no person with at least a high school-level of intelligence would take this seriously. :* What is worse is that the user is being misleading with their "[the page is] sourced very well" claim. The sources ''themselves'' don't even back up the claims. It's just used as proof for an established concept, where the user then uses this established concept to jump to an unsupported, laughable conclusion that is pulled out of thin air. It's utterly ridiculous to even consider such a page for mainspace since it clearly violates our [[Wikiversity:Verifiability]] policy. This is, once again, pseudoscientific content that has caused our website to reduce in quality over the last few years. :* Going source by source, we can see that: :#[https://web.archive.org/web/20250918011642/https://timesofindia.indiatimes.com/blogs/thebigd/compress-earths-history-into-24-hrs-humans-came-at-1158-pm-yet-killed-70-of-wildlife/ ‘Compress Earth’s history into 24 hrs. Humans came at 11:58 pm, yet killed 70% of wildlife’] is literally just a blog post which doesn't even mention aliens or extraterrestrial life. It just talks about Earth's history in accordance with the 24-hour metric of time, and the author tries to use this article as a 'piece in the puzzle' of aliens "possibly" visiting Earth... which, once again, is unsupported and is not backed up anywhere in the article. :#[https://web.archive.org/web/20250808053249/https://news.cornell.edu/stories/2023/11/jurassic-worlds-might-be-easier-spot-modern-earth The Cornell article does not even remotely support the idea that "aliens visited Earth"]. It mentions a ''chance'' of "life there [a habitable exoplanet] might not be limited to microbes, but could include creatures as large and varied as the megalosauruses or microraptors that once roamed Earth.", but again, no justification to take this article as proof that "aliens may have visited us!". There's no mention of aliens visiting Earth anywhere in the article. Once again this is only proving the background premise, but not the unsupported, nonsensical "alien likelihood" argument that the author of this garbage page is trying to push so desperately. :#The Parker Solar Probe WP article does not even mention aliens either. It follows the same issues as the previous argument. :And the other page this user complained about [https://en.wikiversity.org/wiki/User_talk:Atcovi#Deletion_of_educational_page_because_of_personal_opinion on my talk page] holds almost similar, maybe even more fatal mistakes, than this one. It has nothing to do with "taking offense", this is just low-quality, garbage content. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 00:56, 11 April 2026 (UTC) ::Why do you think pro claims are required to be proven? It's possible to object to them and these are arguments, not contextualized to be statements of proven facts. And it's not a strange or unreasonable argument to make that since Earth has existed for long, it's more likely that aliens have come here in the past than in recent times or the near future. Instead of insulting others' intelligence, maybe engage with the actual reasoning rather than censoring it away. And there are lots of sources, such as [https://interestingengineering.com/science/alien-civilizations-may-have-visited-earth-millions-of-years-ago-study-says Alien Civilizations May Have Visited Earth Millions of Years Ago, Study Says] etc etc. The sources are used for the arguments themselves individually. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 12:30, 11 April 2026 (UTC) :::Because, once again, this is not a site that caters to rampant debating for the sake of "we need to employ rationality and logic to solve the world's problems", we have policies that we need to fulfill. The claims made in the pro argument clearly do not meet [[Wikiversity:Verifiability]], since you cannot verify these arguments with the sources because they are not relevant. :::''"And it's not a strange or unreasonable argument to make that since Earth has existed for long, it's more likely that aliens have come here in the past than in recent times or the near future."'' The point being is that these arguments are not supported by the sources. Even the article you mention poses the idea as a hypothetical model. This is just you twisting the article to fit your unsupported narrative. I'll bring direct quotes for you to show why the linked article does not help you: :::* ''One problem the researchers do make sure to point out is that '''they are working with only one data point: our own behaviors and capabilities for space exploration'''. “We tried to come up with a model that would involve the fewest assumptions about sociology that we could,” Carroll-Nellenback told Business Insider. '''We have no real way of knowing the motivations of an alien civilization'''.'' --> proves that this is just speculation and no evidence-based arguments have been provided for the idea that aliens likely visited Earth. :::And I'm not sure if you read my entire response, but I ''did'' engage with your "actual reasoning" and exposed its weaknesses and lack of adherence to Wikiversity policies. If we allowed content that was just filled with non sequiturs we would have content that fails Wikiversity's educational objectives and reduces the overall quality of this website, hence why such a harsh stance needs to be taken. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:50, 11 April 2026 (UTC) ::::Thanks for proving that the Wikimedia ecosystem is unfit to deliberate on controversial topics. The question is entirely valid and the content is far better sourced than nearly all Wikidebates and has no genuine flaws. The only possible issue with it as far as I can see is that now that Wikidebates has been paused people can't add objections if they do have sth specific to say about the topic that's not already included on that page which already had plenty of Cons and objections. ::::The page was more educational than most of Wikiversity and it was well-sourced – wikidebates was for arguments so people were invited to make arguments based on sourced things or outlined logic and the page met [[WV:V]] and most pages on Wikiversity aren't sourced as good. Doesn't look like people can see beyond their biases and personal views here but that's more evident in the marginalization and deletion of wikidebates and the low activity in that project than these selective deletions. A constructive thing to do would be to add reasoned Cons and objections not yet on the page and people had plenty of time to do that. There are and will be other sites for free constructive rational adversarial deliberation (not a big loss in that sense). [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 16:31, 22 April 2026 (UTC) :::::Thank you for failing to address any of my arguments and going on an unrelated, nonsensical tangent that has nothing to do with the discussion. Once you start producing work that aligns with Wikiversity's content policies instead of typing up laughable, pseudoscientific garbage, then maybe your work can be accepted and not removed. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:59, 22 April 2026 (UTC) ::::::I suggest you stop ridiculing things and learn respectfully forming genuine points about the subject at hand. {{tq|the idea as a hypothetical model}} but please learn first about what arguments are and why they're not the same as a statement of objective proven fact. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 17:18, 22 April 2026 (UTC) {{archive bottom}} ==Pages by Harold Foppele== {{archive top|All deleted, user page blanked [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 04:33, 6 June 2026 (UTC)}} [[User:Harold Foppele]] is locally blocked indefinitely and globally banned for sockpuppetry. There were also WMF and local community concerns expressed about copyright violation and AI (over)use. As a result, I think the Wikiversity pages created by this account warrant review with regard what should be deleted, what should be retained etc.: * [[Completing the square]] * [[Number of independent spatial modes in a spherical volume]] * [[Quantum]] ** [[Quantum/Andrew N. Jordan]] * [[Quantum A Matter Of Size]] * [[Quantum A Spooky Action at a Distance]] * [[Quantum: A Walk Through the Universe]] * [[Quantum Computing Algorithms in the NISQ Era]] * [[Quantum Formulas Collection]] * [[Quantum harmonic oscillator]] * [[Quantum Matter Elements and Particles]] * [[Quantum mechanics]] ** [[Quantum mechanics/Timeline]] * [[Quantum mechanics learning module]] * [[Quantum mechanics measurements]] * [[Quantum Noisy Qubits]] * [[Quantum optics beam splitter experiments]] * [[Quantum: The Secret of Cohesion: How Waves Hold Matter Together]] * [[Quantum Ultra fast lasers]] * [[Speed of sound experiments]] * [[User:Harold Foppele]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:12, 17 May 2026 (UTC) :'''Delete all''' Not worth keeping. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:27, 17 May 2026 (UTC) {{Archive bottom}} == [[Classical guitar pedagogy]] == According to the talk page, the author of this page intended to create this page for Wikipedia. At this moment in time (nearly 20 years later), the page is still riddled with red links and doesn't seem to fit Wikiversity's learning modules. Therefore, I propose that this page should be deleted. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:03, 19 May 2026 (UTC) :'''Weak delete''' This at least has <em>something</em> that someone could use, but agreed that it's not particularly useful and not likely to be developed. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:25, 20 May 2026 (UTC) : '''Move''' to [[w:User:Grégory Leclair/Classical guitar pedagogy]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:18, 23 May 2026 (UTC) == [[Film writing]] == {{archive top|Consensus to keep after vote changes. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:20, 31 May 2026 (UTC)}} Undeveloped since 2007. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:05, 19 May 2026 (UTC) :<del>'''Delete''' Nothing here. Great idea in principle, tho. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:25, 20 May 2026 (UTC)</del><ins>'''Keep''': It's now at least developed enough to be something. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:42, 31 May 2026 (UTC)</ins> : '''Keep''' as part of [[:Category:Film]] resources. I've tidied the page, so it looks less abandoned. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:57, 20 May 2026 (UTC) :@[[User:Atcovi|Atcovi]] @[[User:Koavf|Koavf]] The page seems to have been tidied up. Do you want to reevaluate your votes? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 02:40, 31 May 2026 (UTC) {{archive bottom}} ==[[United States UFO files]]== {{archive top|Deleted, but the author of the resource did not respond here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:16, 31 May 2026 (UTC)}} Seems to be WP-like; material copied from [[w:United States UFO files]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:46, 21 May 2026 (UTC) :'''Delete''', but why would a PROD template not suffice? My logic was that it is a newly created page (made just today), and isn't a big project/difficult page to deal with. Do we not deal with newly created pages that appear to not satisfy Wikiversity's objectives/mission with a PROD template? Wouldn't we best reserve RFDs for long-standing pages (like the two pages above this section being listed for deletion) or ''after'' the PROD template isn't enough to determine the fate of such pages (per [[Wikiversity:Deletion policy#Proposed deletion (prod)|here]]: "Anyone still considering that the resource should be deleted [after the placement of the PROD template] may discuss deletion.")? A PROD template may also be useful in this case to alert the author that the page is not compatible with Wikiversity's learning objectives and communicates a concise opportunity to refine the page with the 90-day limit. Maybe even in this case, a speedy would've been enough (possibly fitting [[Wikiversity:Deletion policy#Criteria for speedy deletion|#12]]: "No research objectives or discussion in history. Welcome users and resources when likely to be expanded shortly."). :Interested to hear your thoughts as I want to make sure this is clear, as I've been cleaning up a lot of 'dead' pages around Wikiversity and find myself confused on whether to use PROD or RFD. Thanks, —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 02:08, 21 May 2026 (UTC) : Yes, could be speedy deleted. Otherwise, I don't know about the merits about leaving it around for 90 days, hence me bringing it to here. There is some comment in [[Wikiversity:Deletion policy]] about the specific deletion templates not being so important. More important I think is to flag for discussion. However, we could also improve the proposed policy to make the process clearer. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:20, 21 May 2026 (UTC) : Ping {{u|User:Realcosmixyt}} for comment -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:54, 24 May 2026 (UTC) {{archive bottom}} == [[Emergency Operation Centre GIS]] == {{archive top|Consensus to delete. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:39, 30 May 2026 (UTC)}} Undeveloped for over a decade (only thing present is just an outline). —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:44, 22 May 2026 (UTC) :*'''Delete''' :―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:59, 22 May 2026 (UTC) :* '''Delete'''. Insufficiently developed. Was moved from [[b:Emergency Operation Centre GIS]]. : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:13, 23 May 2026 (UTC) {{archive bottom}} ==[[Mippedia]] == {{archive top|Consensus to delete, and the author of the template did not respond to Jtneill's comment. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:37, 30 May 2026 (UTC)}} I propose the deletion of the page "[[Mippedia]]", due to the subject not being backed by reputable sources. Pages with the same subject has been deleted multiple times on the Indonesian Wikipedia. The original writer of the page did it solely to promote his wiki site. [[User:ANNAFscience|ANNAFscience]] ([[User talk:ANNAFscience|discuss]] • [[Special:Contributions/ANNAFscience|contribs]]) 10:39, 23 May 2026 (UTC) : {{ping|Sevent Me}} any comment? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:10, 23 May 2026 (UTC) :'''Delete''' I don't know what the point of this is. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:26, 23 May 2026 (UTC) : '''Delete'''. Advertising. Points to a non-English, copyright restricted website. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:58, 24 May 2026 (UTC) {{archive bottom}} ==[[Wikiphilosophers]]== Moving from {{tl|prod}} by {{at|Atcovi}}: "similar "philosophy"-related content has been removed in the past [issue of pseudoscience] + very little moderation (mirroring the issues of [[Wikidebates]]) + lacks educational value." The project has also been nominated for deletion on its talk page: [[Talk:Wikiphilosophers]]. There are many subpages: {{Special:PrefixIndex/Wikiphilosophers/}} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:45, 24 May 2026 (UTC) :'''Delete'''. Unfortunately, this project wasn't as successful as I had hoped. Kind regards, [[User:Perquirius|Perquirius]] ([[User talk:Perquirius|overleg]] • [[Special:Contributions/Perquirius|bijdragen]]) 14:29, 24 May 2026 (UTC) ::Don't forget to delete [[Template:Wikiphilosophers]], [[Template:Wikiphilosophers/doc]] and [[Template:Wikiphilosophers topics]] also. [[User:Perquirius|Perquirius]] ([[User talk:Perquirius|overleg]] • [[Special:Contributions/Perquirius|bijdragen]]) 14:30, 24 May 2026 (UTC) :'''Delete''' Wikiversity should not be used as a host for failed sister projects. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 05:06, 6 June 2026 (UTC) == [[Template:UserSkype]] == Service was discontinued over a year ago. I suggest deleting the Userbox and [[:Category:Users familiar with Skype]], as it can only confuse or mislead. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:17, 30 May 2026 (UTC) :'''Delete''' per reasoning. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 22:40, 30 May 2026 (UTC) : '''Delete''' -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:48, 31 May 2026 (UTC) :Yup delete. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:59, 8 June 2026 (UTC) es2ibgjg7db4doctj1h1h69ma6ikjqt 3 4866 2814818 2812182 2026-06-09T06:10:03Z Juandev 2651 /* Wikiversity:Candidates for Bureaucratship/Koavf */ Reply 2814818 wikitext text/x-wiki {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #084080; background-color:#F5FFFA; vertical-align:top;color:#000000;font-size: 85%"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#CEF2E0; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #084080; text-align:left; color:#082840; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;"> '''Hello Koavf! [[Wikiversity:Welcome, newcomers|Welcome]] to [[Wikiversity:What is Wikiversity?|Wikiversity]]!''' If you decide that you need help, check out [[Wikiversity:Help desk]], ask the [[Wikiversity:Support staff|support staff]], or ask me on my talk page. Please remember to [[Wikiversity:Sign your posts on talk pages|sign your name]] on talk pages using four tildes (~&#126;~~); this will automatically produce your name and the date. Below are some recommended guidelines to facilitate your involvement. Happy Editing! -- [[User:Trevor MacInnis|Trevor MacInnis]] 22:28, 4 September 2006 (UTC)</div> |} {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Started</div> |- |style="color:#000"| * [[Wikiversity:Guided tour|Take a guided tour]] * [[Help:Editing|How to edit a page]] * [[Wikiversity:Be bold|Be bold in editing]] * [[Portal:Learning Projects|Learning Projects]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting your info out there</div> |- | style="color:#000"| * [[Wikiversity:Cite sources|Cite your sources]] * [[Wikiversity:Disclosures|Neutral Point of View]] * [[Wikiversity:Verifiability|Verifiability]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting more Wikiversity rules</div> |- | style="color:#000"| * [[Wikiversity:Policies|Policy Library]] |- |} |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Help</div> |- |style="color:#000"| * [[Wikiversity:Research|Research guidelines]] * [[Wikiversity:Help desk|Help Desk]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting along</div> |- |style="color:#000"| * [[Wikiversity:Civility|Civility]] * [[Wikiversity:Sign your posts on talk pages|Sign your posts]] * [[Wikiversity:Scholarly ethics|Scholarly ethics]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting technical</div> |- |style="color:#000"| [[Image:Wikimedia Foundation RGB logo with text.svg|60px|right]] * [[Wikiversity:Colloquium|Colloquium]] |- |} |} |} == wikitravel == Hi. You removed links to Wikitravel. Why? --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 12:44, 24 October 2013 (UTC) :'''Wikitravel links''' Per discussion at [[w:Template:Wikitravel|en.wp]] as well as [[m:Interwiki map|Meta]] to remove links at those projects. If you want to keep links and references here at en.v, I guess that's fine. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:28, 24 October 2013 (UTC) == Thanks. == I see you got it before I explained. Wikiversity is disconcerting to those familiar with the encyclopedia projects, and the other content-oriented projects. While we do have a content mission, we ''also'' have a "learning by doing" mission, which is about ''people.'' Our product is not just content, it is education, and there is no education without users who are educated, and sophisticated education is always about process and people skills and the rest. I would argue that the encyclopedia projects also need to be welcoming, if the full mission is to be fulfilled, but ... they developed with a very narrow focus and absent the realization that an environment that was easily seen as hostile would damage the mission. The 20th century saw the development of systems and skills and process for maximizing consensus, and the only reliable measure of neutrality is level of consensus. (I.e., if everyone involved agrees, 100% consensus, while what they agree upon only might possibly turn out, in the end, to be defective or invalid, there is no better measure!). So to the extent that there is exclusion, to that extent, the assessment of neutrality can be warped. Obviously, compromises are necessary, but "compromise" requires tolerating a level of damage, and that is easily forgotten. When the importance of consensus being as broad as possible is realized, a community will find ways to keep conversation open, on some level, in some place, otherwise the community becomes locked into what I call the "tyranny of the past." There is a children's song that was part of a therapeutic response to Reactive Attachment Disorder: :'''There is always something you can do, do, do''' :'''When you're getting in a stew, stew, stew.''' Mostly, it involves simmering down, dropping upset and reactive response, and, when calm, communicating. While this kind of work has been done on Wikipedia, often in user space -- it's what I did, successfully mediating disputes, such that users at each other's throats became cooperative ''with each other'' -- this was mumbo-jumbo nonsense to too many on Wikipedia. For example, see [https://en.wikipedia.org/wiki/Wikipedia:Miscellany_for_deletion/Abd_user_pages], which included many pages of historical function, including evidence presented to ArbCom. I found it very strange that ArbCom did not care that evidence used in a case was being deleted, but ArbCom consists of too many elevated beyond their competence by popularity (as well as many other highly-experienced and thoughtful user; but the system tends to burn them out and they become less attentive.) [[w:User:Abd/Dispute over thermoeconomics]] was particularly educational. In that mediation, a professor was revert warring with Randy from Boise, so to speak, and one or both were about to be blocked. It took very little to develop cooperation, mostly just sitting them down together with some support. Hmmm... I'm thinking of asking that these pages be transwikied to Wikiversity, precisely for historical study. Looking for the link to that, I came across [https://en.wikipedia.org/wiki/Wikipedia:Miscellany_for_deletion/User:UBX/Esperanza_returns this]. It shows a quick and major clue to what happened on en.wiki. Two three-letter users with a conflict. One was an administrator taken to ArbCom by the other, and the administrator was trout-slapped by ArbCom and then, it is obvious, revenge was exacted, by the admin and his friends. This was long-continued and, while not unnoticed, never sanctioned. Admins can be hostile, this one was more than hostile, he was highly insulting at times, using obscene language, and using tools while involved, was reprimanded, made small adjustments to his behavior, but continued pretty much unimpeded. And, as you know, this is not uncommon. He is even a likeable Guy. I consider this all the responsibility ''of the community.'' Blaming people for what comes naturally for them is not productive. Such people generally will modify behavior in a functional community. Notice the irony. The userbox was "Esperanza returns," referring to the project designed to foster civility and welcome and cooperation. Esperanza, of course, means Hope. So the nominator was saying, "Hope will never return." Esperanza was crushed when it temporarily was inactive. Instead of improving the governance, which was easily possible, it was crushed with ''vehemence,'' see the [[w:Wikipedia:Miscellany_for_deletion/Wikipedia:Esperanza|MfD]]. Why? To any serious student of human organizational structure, it's obvious. Wikiversity is the slim thread of hope, and if it is not protected and defended, hope will break. Thanks again. --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 15:17, 7 August 2015 (UTC) == Curator == Hi! I've noticed and appreciated your recent efforts on behalf of Wikiversity. Do you have any interest in becoming a [[Wikiversity:Curators|Wikiversity curator]]? It would give you additional tools to make some clean-up easier. I'd be happy to nominate/support you if you are interested. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 17:11, 19 October 2016 (UTC) :{{Ping|Dave Braunschweig}} I'd be delited and honored. I started editing here as soon as it was founded and I've always wanted to collaborate more on philosophy. If I had some more tools here, I think I'd be more active as well. Thanks for the invitation. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:16, 19 October 2016 (UTC) ::Thanks! And thanks for creating the nomination page. I was in the process, but you beat me to it. :-) -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 18:01, 19 October 2016 (UTC) :::Congratulations! Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:47, 21 October 2016 (UTC) ::::{{Ping|Dave Braunschweig}} Definitely. Thank you again. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 03:19, 21 October 2016 (UTC) == Welcome == There's also {{tlx|welcomeip}}. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:25, 24 February 2017 (UTC) :{{Ping|Dave Braunschweig}} Brilliant. Thanks. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:44, 24 February 2017 (UTC) == Deletion request == Hey Justin, I was wondering if you could delete [[Module:Color contrast‎]], a page I've created accidentally. I was switching between tabs with the intention of creating the page at Beta Wikiversity, and you know the rest. :) Thanks in advance. Best, [[User:Vito Genovese|{{font|color=#008000|'''Vito Genovese'''}}]] 23:10, 12 March 2017 (UTC) :{{Ping|Vito Genovese}} No problem--accidents happen. Happy to help, Vito. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:13, 12 March 2017 (UTC) == Do humans have free will? == Hi Koavf! The Wikidebate [[Do humans have free will?]] appears to be well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:12, 4 July 2017 (UTC) :{{Ping|Marshallsumter}} It's certainly a good start. Go for it. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:14, 4 July 2017 (UTC) == Does everything happen for a sufficient reason? == Hi Koavf! [[Does everything happen for a sufficient reason?]] also appears well-developed! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:32, 4 July 2017 (UTC) :{{Ping|Marshallsumter}} Go for it. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:26, 4 July 2017 (UTC) == New wikidebate syntax == Hi Justin! Just wanted to let you know that I made a new improvement to the software and syntax. It's now even cleaner and more compatible with the visual editor. Hope you like it, cheers! --[[User:Sophivorus|Felipe]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 23:58, 5 July 2017 (UTC) == Learning bass guitar with Joseph Patrick Moore == Hi Koavf! Your course [[Learning bass guitar with Joseph Patrick Moore]] appears well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 00:18, 19 February 2018 (UTC) :{{Ping|Marshallsumter}} Not yet, please. I'm still uploading videos and fleshing out the text portion. I'd be delighted for it to be featured soon, tho. I'll ping you when I'm done-ish. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 01:30, 19 February 2018 (UTC) == User:Beogradbulevar == Most posts relating to boxing or chess are from globally banned user George Reeves Person. Typical attacks come when he gets off work between 2 and 5 p.m. CST, and occasionally later, particularly on Fridays or Saturdays. He uses public libraries for Internet access, and typically doesn't post after 9 p.m. CST. It's unfortunate, but we really have to watch who posts what in the mid-to-late afternoons and be vigilant in blocking the content and not welcoming the user. See [[Wikiversity:Community Review/Marshallsumter]] for the damage it causes. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:25, 5 November 2019 (UTC) :{{Ping|Dave Braunschweig}} Wow. Thanks. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:54, 5 November 2019 (UTC) == CU == I closed the CU nomination due to the low number of recent additions to the discussion. It just seemed like we wouldn't meet the criteria in a reasonable time. Thanks for offering to help with this and perhaps we can try again in the future. We appreciate your contributions. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:45, 29 January 2020 (UTC) :{{Ping|Mu301}} For sure. Thanks yourself. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:21, 29 January 2020 (UTC) == history of covid in the usa == Hi {{PAGENAME}} I was idly surfing the wsj and suddenly realized all articles I was looking at had a video posted right at the top.(example:https://www.wsj.com/articles/some-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000). The video section is 8:06 minutes long and is a short version of the history of pandemic in the usa. I don't know how to get the url of the video itself. Can you help? Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:57, 2 November 2020 (UTC) :{{Ping|Ottawahitech}} Load the page in your browser and use the networking console--you can usually get this to display by pressing F12. You'll find that this video is served up as a playlist of several bits with the URI https://oms.dowjoneson.com/b/ss/djglobal/1/JS-2.17.0/s04078897862906?AQB=1&ndh=1&pf=1&t=2%2F10%2F2020%2013%3A6%3A8%201%20300&mid=71630168209780702446627362471898499848&ce=UTF-8&pageName=WSJLive_Video_How%20Coronavirus%20Spread%20Across%20the%20U.S.%20to%20Reach%20200%2C000%20Deaths_372&g=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&c.&a.&media.&friendlyName=How%20Coronavirus%20Spread%20Across%20the%20U.S.%20to%20Reach%20200%2C000%20Deaths&length=486&name=AE28508C-C7DF-406E-814F-69C8FAAD1A86&playerName=Web&channel=WSJ&show=Feature%20Explainer&originator=cmccall&genre=WSJ_News_U.S.%20News&digitalDate=original_2020-09-22%2011%3A58_current_2020-09-22%2011%3A58&feed=video&network=115&format=user%20initiated&streamType=video&view=true&vsid=160434036774097779839&.media&contentType=vod&.a&page.&content.&type=Article&.content&full.&url=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&.full&site=Online%20Journal&.page&video.&player.&type=Web&technology=html%203.41.2.205&.player&keywords=CORONAVIRUS%20RESPONSE%7CCORONAVIRUS%20TESTING%7CCOVID-19%20TESTING%7CDANIELA%20HERNANDEZ%7CPANDEMIC%7CTESTING%20SITES&base.&url=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&.base&.video&article.&id=SB11126288623532913915004586647794135594296&author=Sarah%20Toy&publish=2020-09-23%2013%3A00&publish.&orig=2020-09-23%2013%3A00&.publish&.article&ad.&blank.&start=false&.blank&disabled=true&catastrophic.&blocker=false&.catastrophic&.ad&.c&pe=ms_s&pev3=video&s=1600x900&c=24&j=1.6&v=N&k=Y&bw=781&bh=776&mcorgid=CB68E4BA55144CAA0A4C98A5%40AdobeOrg&AQE=1 or somesuch (it may not be identical for you). If you open this in VLC Player, you can save playlists as videos. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:09, 2 November 2020 (UTC) ==Custodianship== Welcome to en.wv custodianship [[User:Koavf]]. Thanks for helping. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:04, 8 September 2023 (UTC) :Merci, James. I hope I'm an asset to the community. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:50, 8 September 2023 (UTC) == Bowling article == Hey there Koavf! I've created that [[Bowling Fundamentals|bowling article]] we discussed at the Colloquium. Do you have any advice on how I can further improve it? [[User:Contributor 118,784|Contributor 118,784]] ([[User talk:Contributor 118,784|discuss]] • [[Special:Contributions/Contributor 118,784|contribs]]) 01:20, 26 September 2023 (UTC) :Nice. I don't have any particular feedback other than what I mentioned there. I'm pretty ignorant about bowling. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 02:26, 26 September 2023 (UTC) ::Fair, thank you! [[User:Contributor 118,784|Contributor 118,784]] ([[User talk:Contributor 118,784|discuss]] • [[Special:Contributions/Contributor 118,784|contribs]]) 09:18, 26 September 2023 (UTC) == RCA talkback (January 2024) == {{talkback|WV:RCA|User:50.118.222.66 has been flooding our abuse filter log with spam}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:31, 2 January 2024 (UTC) == Invitation to discuss page deletion policy == A discussion that might interest you has been started at [[Wikiversity:Requests_for_Deletion#Wikiversity:Deletion_Convention_2024]]. -- [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 17:54, 15 February 2024 (UTC) == RCA talkback == {{tb|Wikiversity:Request_custodian_action#Induced_stem_cells_copyright_issues}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:02, 24 May 2024 (UTC) == Report == Hello, I would like to report this user, who has a COI: [[Special:Contributions/Oluwadarasimi Morayo]] Thank you. [[User:Ternera|Ternera]] ([[User talk:Ternera|discuss]] • [[Special:Contributions/Ternera|contribs]]) 14:51, 24 May 2024 (UTC) :Thanks. It's best to leave these at a board like [[Wikiversity:Request custodian action]], but this was obvious spam. Cheers. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:19, 24 May 2024 (UTC) == Files == Hello! Thank you for deleting files once again! You made a comment about "all local uploads". Fair-use is not allowed on Commons so the 2,712 files in [[:Category:All non-free media]] can't go to Commons. But as I understand [[Wikiversity:Requests_for_Deletion#Deleting_ALL_non-free_uploads_by_User:Marshallsumter]] the files uploaded by Marshallsumter could be deleted. That would eliminate 1,126 files. Since [[Wikiversity:Uploading_files#Exemption_Doctrine_Policy]] allow fair use it would require a vote/discussion to change that. Young1lim uploads many pdf-files and as far as I know Commons generally do not like pdf-files. Except when it is scans of old books etc. So I do not think those files should go to Commons right now. There are still many files in [[Special:UnusedFiles]]. Right now 1,422 but some are uploaded by Young1lim. But the latest deletion request ended with delete so I think there is concensus to delete files. But some were also found good and moved to Commons. So the question is if we need another discussion about the files or if someone (you?) could just go through the files when you have a little time and either move to Commons or delete. If you think we could make one final discussion about all the files and ask for a go to the "any admin that want to can check the files and either move to Commons or delete". Then noone can come later and complain that you or another admin just deleted a file without warning. If there are 40k files in total. Perhaps 22k are pdf uploaded by Young1lim. 3k are non-free. 1.5k are unused. That would leave around 13.5k free files in use. That is a lot of files to check. I do not think there are many users that are willing to spend much time checking those files. But it would help if no more free files are uploaded (except pdf). There is allready a text on the top of [[Special:Upload]] suggesting commons. But it could perhaps be made more clear. And perhaps some of the options on [[MediaWiki:Licenses]] could be removed. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 18:01, 27 July 2024 (UTC) :Yeah, to be clear, I appreciate that sister projects like e.g. Wikibooks allow a lot of free-use files because they allow video game strategy guides and there is substantial value in screenshots or Wikipedia allows album covers and film posters as identifying media. I'm not proposing any change to policy and I accept that there are reasons for fair use, so I apologize for that sloppy wording. That said, I definitely think we should have minimal fair use if any at all. :As for PDFs, there are plenty at Commons: I have uploaded dozens and dozens of books, scientific articles, etc. It's not a problem, but it's just not optimal for many kinds of files, such as maps or something. :I'm happy to help and slog thru the uplaods if you start a conversation. Just ping me. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:49, 27 July 2024 (UTC) :: Yes fair use have some benefits. But If we/someone is going to make a cleanup it could perhaps be a good idea to first have a discussion about it. So I will start a post about fair use on wikiversity. :: And about unused files I will start a deletion discussion (again) just to be sure. :: If you feel like deleting files you could kill the files uploaded by Marshallsumter. :-) --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 09:25, 29 July 2024 (UTC) ::: I started a discussion at [[Wikiversity:Colloquium#Fair_use_on_Wikiversity]]. Lets see what happens. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 21:23, 29 July 2024 (UTC) :::: With the files of Marshallsumter gone that really helped a lot! Lets see what everyone thinks about the rest of the files. It will probably take weeks the get enough comments. But thats okay. It is summer and vacation time and if the files have been around for years they can easily wait a little longer. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 19:20, 31 July 2024 (UTC) Hello! Some files have been moved to Commons if you would like to have. Look 😊 --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 19:35, 3 March 2025 (UTC) :1,587<2,712, that's for sure. I'll try to keep chipping away at these. Thanks for the reminder. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:06, 3 March 2025 (UTC) == Revert? == Why did you revert this argument? I wanted (humorously) to make the observation that the guilty party at the end of a suicide is dead but is the only one that can be punished. Attempted and assisted suicide wasn't included. [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 22:27, 15 September 2024 (UTC) :It's not really a venue for hilarious jokes about killing. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:44, 15 September 2024 (UTC) ::but I remember there was really some law along that line. With a similar explanation. Some king (could be from a fairy tale, but I don't believe so) wanted to outlaw suicide and his advisers had this idea. The judge (or the king himself) would speak the verdict and justice was already done. So the king was famous for his his fair and swift justice. You see I don't remember too clearly, therefore I wanted to compress the essence of this into an argument. I didn't think it was that hilarious, so sorry for injured sensitivity. Now that you know what I wanted to do, could you please formulate an accordingly compressed argument, in the appropriate tone? [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 00:52, 16 September 2024 (UTC) :::I think you can. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:56, 16 September 2024 (UTC) ::::I'm not a native speaker. And that you found it hilarious, where I targeted a slightly levied tone shows me that I can't really do it. [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 01:05, 16 September 2024 (UTC) :::::I believe in you. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 01:10, 16 September 2024 (UTC) == Wrong import == Hi, template:Languages does not work properly and I think its because even you states that you have importated Module which this template use from BetaWikiversity, you actually imported it from Commons, so the template is than calling non-existent function subpates. Compare: <nowiki>*</nowiki>[[Module:Languages|en.wv module Languages]] <nowiki>*</nowiki>[[commons:Module:Languages]] <nowiki>*</nowiki>[[betawikiversity:Module:Languages|betaversity]] So I dont know if removing incorect revisions and importing corect ones will fix it, but the error message is probably delivered because of this mismatch. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 13:25, 19 August 2025 (UTC) :Weird, I thought I reverted that. Let me delete that rev. So sorry. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 14:10, 19 August 2025 (UTC) == A barnstar for you! == {| style="border: 1px solid gray; background-color: #ffffff;" |rowspan="2" valign="middle" | [[File:Resilient Barnstar.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Silver Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | Thanks for contributing to Wikiversity for a very long time. You are the best. —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 19:55, 9 September 2025 (UTC) |} :How kind. I'm appreciate of your additions and ideas as well. Thanks so much. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:29, 9 September 2025 (UTC) == Deleting all unused templates == You seem to have been deleting many templates with the summary "unused template". One qualm I have with this is that, in general, deleting all unused templates is likely to lead to some revision histories (those that used the templates) becoming illegible. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 19 September 2025 (UTC) :Yeah, maybe. Probably not a big deal, tho. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:22, 19 September 2025 (UTC) :: In the English Wikiversity, that is plausible enough. On the other hand, in the English Wiktionary, deleting the once widely used [[wikt: T: term]] as unused would cause massive harm as for legibility, for no appreciable benefit. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:24, 19 September 2025 (UTC) :::Any examples that really matter can be undeleted or something if really necessary. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:25, 19 September 2025 (UTC) :::: I have not been long enough around the English Wikiversity to know which of the many (over 100?) deleted templates were once widely used. :::: Background: In the English Wiktionary, I noticed that someone made the thesarus revision histories completely illegible. There is too much disregard for legibility of revision histories going around. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:33, 19 September 2025 (UTC) :::::It is a concern of some regard, granted. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:44, 19 September 2025 (UTC) ::::Hi Koavf; as follow-up for this issue, I wanted to mention the [[Template:Convert links]]. This is far from being unused, since it's a fundamental tool in importing Wikipedia articles to Wikiversity, e.g. for all the Wikijournals - see step 4 of [[WikiJournal_User_Group/Editorial_guidelines#Importing_from_Wikipedia]]. ::::I just bumped into this issue myself, and I presume it will be relevant for several other users in the future. As far as I know, there are no other ways to convert those links (beside doing it manually one by one). Could you therefore please undelete that template? [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 07:56, 22 September 2025 (UTC) :::::Of course. My apologies for causing problems. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:01, 22 September 2025 (UTC) ::::::Perfect, thanks a lot! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 08:04, 22 September 2025 (UTC) I was not aware, that unused templates can be deleted without any notice. I think nothing (except obvious spam and vandalism) should be deleted without warning and time to respond.<br> [[Wikiversity:Requests_for_Deletion#Please_restore_my_templates|Please restore 61 of them.]] --[[User:Watchduck|Watchduck]] <small>([[User talk:Watchduck|quack]])</small> 15:00, 7 October 2025 (UTC) :I undeleted two templates that you asked for above, but one of them is [[Template:Studies of Euler diagrams/tamino NP table]], which is just unused. Why do these need to be here? —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:01, 7 October 2025 (UTC) == Restoring Template:Copyrighted == Can you please restore [[:Template:Copyrighted]]? It is clear why this template would be unused: it is only used when some page is tagged as a possible copyright violation. I guess there should be a way to tag templates as unused-but-needed, and this would be one of then. These would then be excluded from a clean-up action like yours. On the other hand, the template is linked from [[:Wikiversity:Copyright issues]], so while it is perhaps unused in the sense of ''not invoked'', it is ''linked to''. And a clean-up should ideally not delete pages that are linked to, or consider them on a careful case-to-case basis, no? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 04:06, 8 October 2025 (UTC) :{{Done}} and agreed that if they have links that aren't from an old talk archive or a userspace or something more trivial, then there should at least be some appropriate action to not leave a redlink. The goal was to go back over those reports the next week or two once they've refreshed to also see wanted templates or wanted pages and try to clear those, so that two-pass system <em>should</em> catch errors like this, but not always. Thanks. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:46, 8 October 2025 (UTC) == Manual numbering == My use of manual numbering in the discussion that you modified (RFD) was intentional. One can find documents using such an approach, I think. I would therefore prefer that you leave it as is next time. I am not going to revert it this time; it's not really a big deal. And thank you for correcting my misspeling of suspition to suspicion; my being a non-native speaker showed here. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:13, 9 October 2025 (UTC) :Good deal. Thanks. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:15, 9 October 2025 (UTC) == Draft namespace move == Hello Justin, Do you think it is alright to move [[User:RailwayEnthusiast2025/Basic Scratch Coding]] and subpages to Draft namespace<s>.</s>? Because I <s>H</s>haven't fully completed it and would appreciate it if other contributors in the community would like to help out. Thanks, RE —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 18:27, 26 October 2025 (UTC) :I certainly think so, but honestly, I think the draft namespace is kind of a joke anyway. But I totally support you doing it. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:39, 26 October 2025 (UTC) == Article Info - Related item == In the Lints was [[:User:Octfx/sandbox2]]. This was throwing a stripped Small , which I can't currently trace, Suggesting the earlier fix whilst mostly stable, has a very specfic interaction. Perhaps you can take a look and resolve this for robustness? [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 23:33, 31 October 2025 (UTC) :Diagnosing it would be optimal, but to resolve the issue, I just [https://en.wikiversity.org/w/index.php?title=User%3AOctfx%2Fsandbox2&diff=2765037&oldid=2425963 commented it out]. The page hasn't been edited in years, nor has that editor edited in years, so I just don't have the bandwidth to investigate. :/ —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:39, 31 October 2025 (UTC) == Possible copyvio == Can you please look at [[User:Harold Foppele/sandbox-2]] to see whether there is a copyvio, and if there is one, delete the page? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:45, 6 November 2025 (UTC) :@[[User:Koavf|Koavf]] Since you are a custodian, can you please put a stop to this? To me it seems like a personal vendetta that should not belong here. As for the page [[User:Harold Foppele/sandbox-2]] i asked [[user:Jtneill|Jtneill]] for advice some 12 hours ago. Since he is in Australia there is minimum a 12 hour delay in response. Would you maybe willing to help me? Kind regards, [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 18:58, 6 November 2025 (UTC) ::I don't know what the deal is between you and Dan, but I saw the earlier post he made to the curator's noticeboard and haven't had time to investigate. Since it seems that the two of you have some kind of friction, it may be best for you two to just generally avoid interaction in the immediate term. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:03, 6 November 2025 (UTC) :This [https://archive.org/details/Caltech-ES23.5.1960/page/2/mode/2up was published in the United States with a copyright notice, all rights reserved], so if it's in the public domain is a question of [[:c:Commons:Copyright rules by territory/United States|if the registration was renewed in a timely manner]]. Unfortunately, there is no single database of all renewals, so we can't know for sure if it <em>wasn't/t</em> renewed. We should probably err on the side of assuming that it's a copyright violation. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:02, 6 November 2025 (UTC) ::I made a request, just to make sure to:: cmgworldwide.com to obtain a license to use it in Wikiversity. As it looks for now i can get the license and will know that end next week. Thanks [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:23, 6 November 2025 (UTC) :::I am going to delete it for now. It can be undeleted as necessary. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:49, 7 November 2025 (UTC) ::::👍 [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:07, 7 November 2025 (UTC) == Chess by Wikiversitans == I made a short setup for the page [[Chess/Play with other Wikiversitans]]. Is that the way you would like it to go? Do you by anychance play chess yoursef? [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 19:21, 6 November 2025 (UTC) :Great questions. I made that page years ago and [[User:Mu301]] erroneously deleted it. I restored the old revs. As for how it should look, it's all wide open, so I have no objections. I think the notion of somehow playing here on site is actually intriguing. Maybe we could make that work... —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:05, 6 November 2025 (UTC) ::Help is needed from a specialist in the heart of Wiki. If you look at or know Lichess.org its very complex. However starting a Wikiversitans team there is a piece of cake. Just how do we invite our "members" here? Ideas welcome :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:49, 6 November 2025 (UTC) :::Would love to play chess with you. Find me at [[Chess/Play with other Wikiversitans]] in Lichess.org or Chess.com. Leave a message or email if you want to play. Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:46, 7 November 2025 (UTC) ::::Thanks. I saw your invite in my inbox, but I'm a little distracted now and recently started a new job, so I didn't want to agree until I had time to actually play. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 11:48, 7 November 2025 (UTC) :::::No problem. just say "When" :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:51, 7 November 2025 (UTC) ::::::[[Chess/Board Configurations]] I think you'll like it. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 13:56, 7 November 2025 (UTC) :::::::There is also a Wikiversity chess team <span style="background-color: #aaffaa;">created at [https://lichess.org/team/wikiversity Lichess.org].</span> [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 12:58, 8 November 2025 (UTC) ::::::::Oh dip. Thanks for the heads up. I'm glad to see you taking initiative about this. If only I had more time myself. :/ —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:22, 8 November 2025 (UTC) == Importing template == {{Ping|Koavf}} I would like to change the [[Template:Quantum mechanics]] to look more like [[W:Template:Quantum mechanics]] since the template at WV has almost no contence I could edit that, but better ask you instead of doing it. Btw we should play chess sometime :) Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 10:54, 14 November 2025 (UTC) == Night mode unaware lint.. == Thanks for the edits to self. Do you plan to proceed on updating other high-use templates? like {{tl|information}}, and {{tl|article info}}, where I should ideally have resolved the Night mode unaware lint as the same time as the other fixes in the sandbox version you swapped in :(. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:42, 18 November 2025 (UTC) Please also check my contributions on talk pages for {{tl|edit protected}} requests. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:42, 18 November 2025 (UTC) :In principle, yes, I do. When will I find the time??? Note that a lot of those edit request were up for months or a year+. :/ —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:43, 18 November 2025 (UTC) : An obvious group to update would be {{tl|Projectbox}} and {{tl|Robelbox}} families, although I would strongly suggest migrating these to use template styles over the current inline approach. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:49, 18 November 2025 (UTC) ::These are good ideas, but I just don't know when I'll have time to implement them. :/ —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:40, 19 November 2025 (UTC) == Wikidebate form == Hi, hope you're doing good! I just noticed some months ago you deleted [[Template:Form/wikidebate]]. The template was indeed unused (and probably undocumented too) but it did serve a purpose, namely to be ''substituted'' when creating a new wikidebate via [[Wikidebate/New]]. As a consequence, [[Is hate is an ineffective and or selfish emotion?|this happened]] and could happen again. Could you restore it, please? If you can do that, I'll document it properly and tag it with <nowiki>__EXPECTUNUSEDTEMPLATE__</nowiki> to avoid further confusion. Thanks! [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discusión]] • [[Special:Contributions/Sophivorus|contribs.]]) 14:39, 23 December 2025 (UTC) :Of course. Thanks for your understanding. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:34, 23 December 2025 (UTC) == [[:Category:Wikiversity fully protected templates]] == I am creating semi/full protection categories for various namespace pages, so can you undelete [[:Category:Wikiversity fully protected templates]]? Thanks. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:57, 14 April 2026 (UTC) :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:09, 14 April 2026 (UTC) == Different way to display talk pages for easier reading? == On [[Wikiversity:Colloquium]] when many people reply to the same thing all their posts are jumbled together into one big paragraph. Is this a well known problem? Is there a gadget I could use/activate to make readability/accessibility greater on Wikiversity or are we still working on that? Can I do anything obvious in order to help in this regard? ie. manually editing talk pages and adding proper wikitext or edit my own common.js? With the recent activation of a javascript that got up on the news...is there a way I can safely test my own common.js code that I ask an LLM to generate for me? I have a Qubes OS computer where I have access to disposable VMs which I can also turn off the internet on so even if the code goes haywire it won't affect my computer or the internet connection. [[User:ThinkingScience|ThinkingScience]] ([[User talk:ThinkingScience|discuss]] • [[Special:Contributions/ThinkingScience|contribs]]) 11:45, 27 April 2026 (UTC) :It's kind of surprising that you would write that, since this wiki has CSS with pretty bold background colors to differentiate comments based on how they are indented. Which skin are you using? —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 14:23, 27 April 2026 (UTC) == Need of IAs == I am reading at [[Wikiversity:Interface administrators]], that "Wikiversity does not have a need for permanent or long term interface administrators". So why you think otherwice? What task should be done? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:12, 10 May 2026 (UTC) :I don't know that we need them as such, I just think that if we had <var>x</var> IAs then when things come up (which is inevitable), someone can request or fix it directly instead of having a discussion, then getting a bureaucrat to give someone the rights, and then fix it. I'm just concerned about the overhead. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:43, 10 May 2026 (UTC) ::Well, yeah. But custodians/curators can just request. No need or discussion. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 10 May 2026 (UTC) ::: That's why I suggested we either keep the current policy, allow custodians to request temporary IA permissions (to amend it), or to have a minimum of 2 permanent interface administrators. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:27, 11 May 2026 (UTC) == Wikiversity:Candidates for Bureaucratship/Koavf == RE: [[Wikiversity:Candidates for Bureaucratship/Koavf]] I have closed this nomination as successful. Congrats! See [https://en.wikiversity.org/w/index.php?title=Wikiversity:Candidates_for_Bureaucratship/Koavf&oldid=2812177] and [https://en.wikiversity.org/w/index.php?title=Special:Log&logid=3549039]. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:14, 30 May 2026 (UTC) :Thanks, kindly. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:18, 30 May 2026 (UTC) ::Congratulations Justin. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:10, 9 June 2026 (UTC) 8o1ulgda4x1vecj8bfojmp1sy4ejzb6 2814820 2814818 2026-06-09T07:13:15Z Koavf 147 /* Wikiversity:Candidates for Bureaucratship/Koavf */ Reply 2814820 wikitext text/x-wiki {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #084080; background-color:#F5FFFA; vertical-align:top;color:#000000;font-size: 85%"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#CEF2E0; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #084080; text-align:left; color:#082840; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;"> '''Hello Koavf! [[Wikiversity:Welcome, newcomers|Welcome]] to [[Wikiversity:What is Wikiversity?|Wikiversity]]!''' If you decide that you need help, check out [[Wikiversity:Help desk]], ask the [[Wikiversity:Support staff|support staff]], or ask me on my talk page. Please remember to [[Wikiversity:Sign your posts on talk pages|sign your name]] on talk pages using four tildes (~&#126;~~); this will automatically produce your name and the date. Below are some recommended guidelines to facilitate your involvement. Happy Editing! -- [[User:Trevor MacInnis|Trevor MacInnis]] 22:28, 4 September 2006 (UTC)</div> |} {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Started</div> |- |style="color:#000"| * [[Wikiversity:Guided tour|Take a guided tour]] * [[Help:Editing|How to edit a page]] * [[Wikiversity:Be bold|Be bold in editing]] * [[Portal:Learning Projects|Learning Projects]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting your info out there</div> |- | style="color:#000"| * [[Wikiversity:Cite sources|Cite your sources]] * [[Wikiversity:Disclosures|Neutral Point of View]] * [[Wikiversity:Verifiability|Verifiability]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting more Wikiversity rules</div> |- | style="color:#000"| * [[Wikiversity:Policies|Policy Library]] |- |} |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Help</div> |- |style="color:#000"| * [[Wikiversity:Research|Research guidelines]] * [[Wikiversity:Help desk|Help Desk]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting along</div> |- |style="color:#000"| * [[Wikiversity:Civility|Civility]] * [[Wikiversity:Sign your posts on talk pages|Sign your posts]] * [[Wikiversity:Scholarly ethics|Scholarly ethics]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting technical</div> |- |style="color:#000"| [[Image:Wikimedia Foundation RGB logo with text.svg|60px|right]] * [[Wikiversity:Colloquium|Colloquium]] |- |} |} |} == wikitravel == Hi. You removed links to Wikitravel. Why? --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 12:44, 24 October 2013 (UTC) :'''Wikitravel links''' Per discussion at [[w:Template:Wikitravel|en.wp]] as well as [[m:Interwiki map|Meta]] to remove links at those projects. If you want to keep links and references here at en.v, I guess that's fine. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:28, 24 October 2013 (UTC) == Thanks. == I see you got it before I explained. Wikiversity is disconcerting to those familiar with the encyclopedia projects, and the other content-oriented projects. While we do have a content mission, we ''also'' have a "learning by doing" mission, which is about ''people.'' Our product is not just content, it is education, and there is no education without users who are educated, and sophisticated education is always about process and people skills and the rest. I would argue that the encyclopedia projects also need to be welcoming, if the full mission is to be fulfilled, but ... they developed with a very narrow focus and absent the realization that an environment that was easily seen as hostile would damage the mission. The 20th century saw the development of systems and skills and process for maximizing consensus, and the only reliable measure of neutrality is level of consensus. (I.e., if everyone involved agrees, 100% consensus, while what they agree upon only might possibly turn out, in the end, to be defective or invalid, there is no better measure!). So to the extent that there is exclusion, to that extent, the assessment of neutrality can be warped. Obviously, compromises are necessary, but "compromise" requires tolerating a level of damage, and that is easily forgotten. When the importance of consensus being as broad as possible is realized, a community will find ways to keep conversation open, on some level, in some place, otherwise the community becomes locked into what I call the "tyranny of the past." There is a children's song that was part of a therapeutic response to Reactive Attachment Disorder: :'''There is always something you can do, do, do''' :'''When you're getting in a stew, stew, stew.''' Mostly, it involves simmering down, dropping upset and reactive response, and, when calm, communicating. While this kind of work has been done on Wikipedia, often in user space -- it's what I did, successfully mediating disputes, such that users at each other's throats became cooperative ''with each other'' -- this was mumbo-jumbo nonsense to too many on Wikipedia. For example, see [https://en.wikipedia.org/wiki/Wikipedia:Miscellany_for_deletion/Abd_user_pages], which included many pages of historical function, including evidence presented to ArbCom. I found it very strange that ArbCom did not care that evidence used in a case was being deleted, but ArbCom consists of too many elevated beyond their competence by popularity (as well as many other highly-experienced and thoughtful user; but the system tends to burn them out and they become less attentive.) [[w:User:Abd/Dispute over thermoeconomics]] was particularly educational. In that mediation, a professor was revert warring with Randy from Boise, so to speak, and one or both were about to be blocked. It took very little to develop cooperation, mostly just sitting them down together with some support. Hmmm... I'm thinking of asking that these pages be transwikied to Wikiversity, precisely for historical study. Looking for the link to that, I came across [https://en.wikipedia.org/wiki/Wikipedia:Miscellany_for_deletion/User:UBX/Esperanza_returns this]. It shows a quick and major clue to what happened on en.wiki. Two three-letter users with a conflict. One was an administrator taken to ArbCom by the other, and the administrator was trout-slapped by ArbCom and then, it is obvious, revenge was exacted, by the admin and his friends. This was long-continued and, while not unnoticed, never sanctioned. Admins can be hostile, this one was more than hostile, he was highly insulting at times, using obscene language, and using tools while involved, was reprimanded, made small adjustments to his behavior, but continued pretty much unimpeded. And, as you know, this is not uncommon. He is even a likeable Guy. I consider this all the responsibility ''of the community.'' Blaming people for what comes naturally for them is not productive. Such people generally will modify behavior in a functional community. Notice the irony. The userbox was "Esperanza returns," referring to the project designed to foster civility and welcome and cooperation. Esperanza, of course, means Hope. So the nominator was saying, "Hope will never return." Esperanza was crushed when it temporarily was inactive. Instead of improving the governance, which was easily possible, it was crushed with ''vehemence,'' see the [[w:Wikipedia:Miscellany_for_deletion/Wikipedia:Esperanza|MfD]]. Why? To any serious student of human organizational structure, it's obvious. Wikiversity is the slim thread of hope, and if it is not protected and defended, hope will break. Thanks again. --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 15:17, 7 August 2015 (UTC) == Curator == Hi! I've noticed and appreciated your recent efforts on behalf of Wikiversity. Do you have any interest in becoming a [[Wikiversity:Curators|Wikiversity curator]]? It would give you additional tools to make some clean-up easier. I'd be happy to nominate/support you if you are interested. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 17:11, 19 October 2016 (UTC) :{{Ping|Dave Braunschweig}} I'd be delited and honored. I started editing here as soon as it was founded and I've always wanted to collaborate more on philosophy. If I had some more tools here, I think I'd be more active as well. Thanks for the invitation. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:16, 19 October 2016 (UTC) ::Thanks! And thanks for creating the nomination page. I was in the process, but you beat me to it. :-) -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 18:01, 19 October 2016 (UTC) :::Congratulations! Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:47, 21 October 2016 (UTC) ::::{{Ping|Dave Braunschweig}} Definitely. Thank you again. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 03:19, 21 October 2016 (UTC) == Welcome == There's also {{tlx|welcomeip}}. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:25, 24 February 2017 (UTC) :{{Ping|Dave Braunschweig}} Brilliant. Thanks. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:44, 24 February 2017 (UTC) == Deletion request == Hey Justin, I was wondering if you could delete [[Module:Color contrast‎]], a page I've created accidentally. I was switching between tabs with the intention of creating the page at Beta Wikiversity, and you know the rest. :) Thanks in advance. Best, [[User:Vito Genovese|{{font|color=#008000|'''Vito Genovese'''}}]] 23:10, 12 March 2017 (UTC) :{{Ping|Vito Genovese}} No problem--accidents happen. Happy to help, Vito. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:13, 12 March 2017 (UTC) == Do humans have free will? == Hi Koavf! The Wikidebate [[Do humans have free will?]] appears to be well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:12, 4 July 2017 (UTC) :{{Ping|Marshallsumter}} It's certainly a good start. Go for it. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:14, 4 July 2017 (UTC) == Does everything happen for a sufficient reason? == Hi Koavf! [[Does everything happen for a sufficient reason?]] also appears well-developed! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:32, 4 July 2017 (UTC) :{{Ping|Marshallsumter}} Go for it. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:26, 4 July 2017 (UTC) == New wikidebate syntax == Hi Justin! Just wanted to let you know that I made a new improvement to the software and syntax. It's now even cleaner and more compatible with the visual editor. Hope you like it, cheers! --[[User:Sophivorus|Felipe]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 23:58, 5 July 2017 (UTC) == Learning bass guitar with Joseph Patrick Moore == Hi Koavf! Your course [[Learning bass guitar with Joseph Patrick Moore]] appears well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 00:18, 19 February 2018 (UTC) :{{Ping|Marshallsumter}} Not yet, please. I'm still uploading videos and fleshing out the text portion. I'd be delighted for it to be featured soon, tho. I'll ping you when I'm done-ish. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 01:30, 19 February 2018 (UTC) == User:Beogradbulevar == Most posts relating to boxing or chess are from globally banned user George Reeves Person. Typical attacks come when he gets off work between 2 and 5 p.m. CST, and occasionally later, particularly on Fridays or Saturdays. He uses public libraries for Internet access, and typically doesn't post after 9 p.m. CST. It's unfortunate, but we really have to watch who posts what in the mid-to-late afternoons and be vigilant in blocking the content and not welcoming the user. See [[Wikiversity:Community Review/Marshallsumter]] for the damage it causes. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:25, 5 November 2019 (UTC) :{{Ping|Dave Braunschweig}} Wow. Thanks. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:54, 5 November 2019 (UTC) == CU == I closed the CU nomination due to the low number of recent additions to the discussion. It just seemed like we wouldn't meet the criteria in a reasonable time. Thanks for offering to help with this and perhaps we can try again in the future. We appreciate your contributions. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:45, 29 January 2020 (UTC) :{{Ping|Mu301}} For sure. Thanks yourself. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:21, 29 January 2020 (UTC) == history of covid in the usa == Hi {{PAGENAME}} I was idly surfing the wsj and suddenly realized all articles I was looking at had a video posted right at the top.(example:https://www.wsj.com/articles/some-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000). The video section is 8:06 minutes long and is a short version of the history of pandemic in the usa. I don't know how to get the url of the video itself. Can you help? Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:57, 2 November 2020 (UTC) :{{Ping|Ottawahitech}} Load the page in your browser and use the networking console--you can usually get this to display by pressing F12. You'll find that this video is served up as a playlist of several bits with the URI https://oms.dowjoneson.com/b/ss/djglobal/1/JS-2.17.0/s04078897862906?AQB=1&ndh=1&pf=1&t=2%2F10%2F2020%2013%3A6%3A8%201%20300&mid=71630168209780702446627362471898499848&ce=UTF-8&pageName=WSJLive_Video_How%20Coronavirus%20Spread%20Across%20the%20U.S.%20to%20Reach%20200%2C000%20Deaths_372&g=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&c.&a.&media.&friendlyName=How%20Coronavirus%20Spread%20Across%20the%20U.S.%20to%20Reach%20200%2C000%20Deaths&length=486&name=AE28508C-C7DF-406E-814F-69C8FAAD1A86&playerName=Web&channel=WSJ&show=Feature%20Explainer&originator=cmccall&genre=WSJ_News_U.S.%20News&digitalDate=original_2020-09-22%2011%3A58_current_2020-09-22%2011%3A58&feed=video&network=115&format=user%20initiated&streamType=video&view=true&vsid=160434036774097779839&.media&contentType=vod&.a&page.&content.&type=Article&.content&full.&url=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&.full&site=Online%20Journal&.page&video.&player.&type=Web&technology=html%203.41.2.205&.player&keywords=CORONAVIRUS%20RESPONSE%7CCORONAVIRUS%20TESTING%7CCOVID-19%20TESTING%7CDANIELA%20HERNANDEZ%7CPANDEMIC%7CTESTING%20SITES&base.&url=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&.base&.video&article.&id=SB11126288623532913915004586647794135594296&author=Sarah%20Toy&publish=2020-09-23%2013%3A00&publish.&orig=2020-09-23%2013%3A00&.publish&.article&ad.&blank.&start=false&.blank&disabled=true&catastrophic.&blocker=false&.catastrophic&.ad&.c&pe=ms_s&pev3=video&s=1600x900&c=24&j=1.6&v=N&k=Y&bw=781&bh=776&mcorgid=CB68E4BA55144CAA0A4C98A5%40AdobeOrg&AQE=1 or somesuch (it may not be identical for you). If you open this in VLC Player, you can save playlists as videos. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:09, 2 November 2020 (UTC) ==Custodianship== Welcome to en.wv custodianship [[User:Koavf]]. Thanks for helping. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:04, 8 September 2023 (UTC) :Merci, James. I hope I'm an asset to the community. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:50, 8 September 2023 (UTC) == Bowling article == Hey there Koavf! I've created that [[Bowling Fundamentals|bowling article]] we discussed at the Colloquium. Do you have any advice on how I can further improve it? [[User:Contributor 118,784|Contributor 118,784]] ([[User talk:Contributor 118,784|discuss]] • [[Special:Contributions/Contributor 118,784|contribs]]) 01:20, 26 September 2023 (UTC) :Nice. I don't have any particular feedback other than what I mentioned there. I'm pretty ignorant about bowling. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 02:26, 26 September 2023 (UTC) ::Fair, thank you! [[User:Contributor 118,784|Contributor 118,784]] ([[User talk:Contributor 118,784|discuss]] • [[Special:Contributions/Contributor 118,784|contribs]]) 09:18, 26 September 2023 (UTC) == RCA talkback (January 2024) == {{talkback|WV:RCA|User:50.118.222.66 has been flooding our abuse filter log with spam}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:31, 2 January 2024 (UTC) == Invitation to discuss page deletion policy == A discussion that might interest you has been started at [[Wikiversity:Requests_for_Deletion#Wikiversity:Deletion_Convention_2024]]. -- [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 17:54, 15 February 2024 (UTC) == RCA talkback == {{tb|Wikiversity:Request_custodian_action#Induced_stem_cells_copyright_issues}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:02, 24 May 2024 (UTC) == Report == Hello, I would like to report this user, who has a COI: [[Special:Contributions/Oluwadarasimi Morayo]] Thank you. [[User:Ternera|Ternera]] ([[User talk:Ternera|discuss]] • [[Special:Contributions/Ternera|contribs]]) 14:51, 24 May 2024 (UTC) :Thanks. It's best to leave these at a board like [[Wikiversity:Request custodian action]], but this was obvious spam. Cheers. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:19, 24 May 2024 (UTC) == Files == Hello! Thank you for deleting files once again! You made a comment about "all local uploads". Fair-use is not allowed on Commons so the 2,712 files in [[:Category:All non-free media]] can't go to Commons. But as I understand [[Wikiversity:Requests_for_Deletion#Deleting_ALL_non-free_uploads_by_User:Marshallsumter]] the files uploaded by Marshallsumter could be deleted. That would eliminate 1,126 files. Since [[Wikiversity:Uploading_files#Exemption_Doctrine_Policy]] allow fair use it would require a vote/discussion to change that. Young1lim uploads many pdf-files and as far as I know Commons generally do not like pdf-files. Except when it is scans of old books etc. So I do not think those files should go to Commons right now. There are still many files in [[Special:UnusedFiles]]. Right now 1,422 but some are uploaded by Young1lim. But the latest deletion request ended with delete so I think there is concensus to delete files. But some were also found good and moved to Commons. So the question is if we need another discussion about the files or if someone (you?) could just go through the files when you have a little time and either move to Commons or delete. If you think we could make one final discussion about all the files and ask for a go to the "any admin that want to can check the files and either move to Commons or delete". Then noone can come later and complain that you or another admin just deleted a file without warning. If there are 40k files in total. Perhaps 22k are pdf uploaded by Young1lim. 3k are non-free. 1.5k are unused. That would leave around 13.5k free files in use. That is a lot of files to check. I do not think there are many users that are willing to spend much time checking those files. But it would help if no more free files are uploaded (except pdf). There is allready a text on the top of [[Special:Upload]] suggesting commons. But it could perhaps be made more clear. And perhaps some of the options on [[MediaWiki:Licenses]] could be removed. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 18:01, 27 July 2024 (UTC) :Yeah, to be clear, I appreciate that sister projects like e.g. Wikibooks allow a lot of free-use files because they allow video game strategy guides and there is substantial value in screenshots or Wikipedia allows album covers and film posters as identifying media. I'm not proposing any change to policy and I accept that there are reasons for fair use, so I apologize for that sloppy wording. That said, I definitely think we should have minimal fair use if any at all. :As for PDFs, there are plenty at Commons: I have uploaded dozens and dozens of books, scientific articles, etc. It's not a problem, but it's just not optimal for many kinds of files, such as maps or something. :I'm happy to help and slog thru the uplaods if you start a conversation. Just ping me. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:49, 27 July 2024 (UTC) :: Yes fair use have some benefits. But If we/someone is going to make a cleanup it could perhaps be a good idea to first have a discussion about it. So I will start a post about fair use on wikiversity. :: And about unused files I will start a deletion discussion (again) just to be sure. :: If you feel like deleting files you could kill the files uploaded by Marshallsumter. :-) --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 09:25, 29 July 2024 (UTC) ::: I started a discussion at [[Wikiversity:Colloquium#Fair_use_on_Wikiversity]]. Lets see what happens. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 21:23, 29 July 2024 (UTC) :::: With the files of Marshallsumter gone that really helped a lot! Lets see what everyone thinks about the rest of the files. It will probably take weeks the get enough comments. But thats okay. It is summer and vacation time and if the files have been around for years they can easily wait a little longer. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 19:20, 31 July 2024 (UTC) Hello! Some files have been moved to Commons if you would like to have. Look 😊 --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 19:35, 3 March 2025 (UTC) :1,587<2,712, that's for sure. I'll try to keep chipping away at these. Thanks for the reminder. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:06, 3 March 2025 (UTC) == Revert? == Why did you revert this argument? I wanted (humorously) to make the observation that the guilty party at the end of a suicide is dead but is the only one that can be punished. Attempted and assisted suicide wasn't included. [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 22:27, 15 September 2024 (UTC) :It's not really a venue for hilarious jokes about killing. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:44, 15 September 2024 (UTC) ::but I remember there was really some law along that line. With a similar explanation. Some king (could be from a fairy tale, but I don't believe so) wanted to outlaw suicide and his advisers had this idea. The judge (or the king himself) would speak the verdict and justice was already done. So the king was famous for his his fair and swift justice. You see I don't remember too clearly, therefore I wanted to compress the essence of this into an argument. I didn't think it was that hilarious, so sorry for injured sensitivity. Now that you know what I wanted to do, could you please formulate an accordingly compressed argument, in the appropriate tone? [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 00:52, 16 September 2024 (UTC) :::I think you can. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:56, 16 September 2024 (UTC) ::::I'm not a native speaker. And that you found it hilarious, where I targeted a slightly levied tone shows me that I can't really do it. [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 01:05, 16 September 2024 (UTC) :::::I believe in you. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 01:10, 16 September 2024 (UTC) == Wrong import == Hi, template:Languages does not work properly and I think its because even you states that you have importated Module which this template use from BetaWikiversity, you actually imported it from Commons, so the template is than calling non-existent function subpates. Compare: <nowiki>*</nowiki>[[Module:Languages|en.wv module Languages]] <nowiki>*</nowiki>[[commons:Module:Languages]] <nowiki>*</nowiki>[[betawikiversity:Module:Languages|betaversity]] So I dont know if removing incorect revisions and importing corect ones will fix it, but the error message is probably delivered because of this mismatch. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 13:25, 19 August 2025 (UTC) :Weird, I thought I reverted that. Let me delete that rev. So sorry. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 14:10, 19 August 2025 (UTC) == A barnstar for you! == {| style="border: 1px solid gray; background-color: #ffffff;" |rowspan="2" valign="middle" | [[File:Resilient Barnstar.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Silver Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | Thanks for contributing to Wikiversity for a very long time. You are the best. —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 19:55, 9 September 2025 (UTC) |} :How kind. I'm appreciate of your additions and ideas as well. Thanks so much. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:29, 9 September 2025 (UTC) == Deleting all unused templates == You seem to have been deleting many templates with the summary "unused template". One qualm I have with this is that, in general, deleting all unused templates is likely to lead to some revision histories (those that used the templates) becoming illegible. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 19 September 2025 (UTC) :Yeah, maybe. Probably not a big deal, tho. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:22, 19 September 2025 (UTC) :: In the English Wikiversity, that is plausible enough. On the other hand, in the English Wiktionary, deleting the once widely used [[wikt: T: term]] as unused would cause massive harm as for legibility, for no appreciable benefit. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:24, 19 September 2025 (UTC) :::Any examples that really matter can be undeleted or something if really necessary. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:25, 19 September 2025 (UTC) :::: I have not been long enough around the English Wikiversity to know which of the many (over 100?) deleted templates were once widely used. :::: Background: In the English Wiktionary, I noticed that someone made the thesarus revision histories completely illegible. There is too much disregard for legibility of revision histories going around. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:33, 19 September 2025 (UTC) :::::It is a concern of some regard, granted. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:44, 19 September 2025 (UTC) ::::Hi Koavf; as follow-up for this issue, I wanted to mention the [[Template:Convert links]]. This is far from being unused, since it's a fundamental tool in importing Wikipedia articles to Wikiversity, e.g. for all the Wikijournals - see step 4 of [[WikiJournal_User_Group/Editorial_guidelines#Importing_from_Wikipedia]]. ::::I just bumped into this issue myself, and I presume it will be relevant for several other users in the future. As far as I know, there are no other ways to convert those links (beside doing it manually one by one). Could you therefore please undelete that template? [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 07:56, 22 September 2025 (UTC) :::::Of course. My apologies for causing problems. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:01, 22 September 2025 (UTC) ::::::Perfect, thanks a lot! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 08:04, 22 September 2025 (UTC) I was not aware, that unused templates can be deleted without any notice. I think nothing (except obvious spam and vandalism) should be deleted without warning and time to respond.<br> [[Wikiversity:Requests_for_Deletion#Please_restore_my_templates|Please restore 61 of them.]] --[[User:Watchduck|Watchduck]] <small>([[User talk:Watchduck|quack]])</small> 15:00, 7 October 2025 (UTC) :I undeleted two templates that you asked for above, but one of them is [[Template:Studies of Euler diagrams/tamino NP table]], which is just unused. Why do these need to be here? —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:01, 7 October 2025 (UTC) == Restoring Template:Copyrighted == Can you please restore [[:Template:Copyrighted]]? It is clear why this template would be unused: it is only used when some page is tagged as a possible copyright violation. I guess there should be a way to tag templates as unused-but-needed, and this would be one of then. These would then be excluded from a clean-up action like yours. On the other hand, the template is linked from [[:Wikiversity:Copyright issues]], so while it is perhaps unused in the sense of ''not invoked'', it is ''linked to''. And a clean-up should ideally not delete pages that are linked to, or consider them on a careful case-to-case basis, no? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 04:06, 8 October 2025 (UTC) :{{Done}} and agreed that if they have links that aren't from an old talk archive or a userspace or something more trivial, then there should at least be some appropriate action to not leave a redlink. The goal was to go back over those reports the next week or two once they've refreshed to also see wanted templates or wanted pages and try to clear those, so that two-pass system <em>should</em> catch errors like this, but not always. Thanks. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:46, 8 October 2025 (UTC) == Manual numbering == My use of manual numbering in the discussion that you modified (RFD) was intentional. One can find documents using such an approach, I think. I would therefore prefer that you leave it as is next time. I am not going to revert it this time; it's not really a big deal. And thank you for correcting my misspeling of suspition to suspicion; my being a non-native speaker showed here. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:13, 9 October 2025 (UTC) :Good deal. Thanks. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:15, 9 October 2025 (UTC) == Draft namespace move == Hello Justin, Do you think it is alright to move [[User:RailwayEnthusiast2025/Basic Scratch Coding]] and subpages to Draft namespace<s>.</s>? Because I <s>H</s>haven't fully completed it and would appreciate it if other contributors in the community would like to help out. Thanks, RE —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 18:27, 26 October 2025 (UTC) :I certainly think so, but honestly, I think the draft namespace is kind of a joke anyway. But I totally support you doing it. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:39, 26 October 2025 (UTC) == Article Info - Related item == In the Lints was [[:User:Octfx/sandbox2]]. This was throwing a stripped Small , which I can't currently trace, Suggesting the earlier fix whilst mostly stable, has a very specfic interaction. Perhaps you can take a look and resolve this for robustness? [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 23:33, 31 October 2025 (UTC) :Diagnosing it would be optimal, but to resolve the issue, I just [https://en.wikiversity.org/w/index.php?title=User%3AOctfx%2Fsandbox2&diff=2765037&oldid=2425963 commented it out]. The page hasn't been edited in years, nor has that editor edited in years, so I just don't have the bandwidth to investigate. :/ —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:39, 31 October 2025 (UTC) == Possible copyvio == Can you please look at [[User:Harold Foppele/sandbox-2]] to see whether there is a copyvio, and if there is one, delete the page? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:45, 6 November 2025 (UTC) :@[[User:Koavf|Koavf]] Since you are a custodian, can you please put a stop to this? To me it seems like a personal vendetta that should not belong here. As for the page [[User:Harold Foppele/sandbox-2]] i asked [[user:Jtneill|Jtneill]] for advice some 12 hours ago. Since he is in Australia there is minimum a 12 hour delay in response. Would you maybe willing to help me? Kind regards, [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 18:58, 6 November 2025 (UTC) ::I don't know what the deal is between you and Dan, but I saw the earlier post he made to the curator's noticeboard and haven't had time to investigate. Since it seems that the two of you have some kind of friction, it may be best for you two to just generally avoid interaction in the immediate term. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:03, 6 November 2025 (UTC) :This [https://archive.org/details/Caltech-ES23.5.1960/page/2/mode/2up was published in the United States with a copyright notice, all rights reserved], so if it's in the public domain is a question of [[:c:Commons:Copyright rules by territory/United States|if the registration was renewed in a timely manner]]. Unfortunately, there is no single database of all renewals, so we can't know for sure if it <em>wasn't/t</em> renewed. We should probably err on the side of assuming that it's a copyright violation. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:02, 6 November 2025 (UTC) ::I made a request, just to make sure to:: cmgworldwide.com to obtain a license to use it in Wikiversity. As it looks for now i can get the license and will know that end next week. Thanks [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:23, 6 November 2025 (UTC) :::I am going to delete it for now. It can be undeleted as necessary. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:49, 7 November 2025 (UTC) ::::👍 [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:07, 7 November 2025 (UTC) == Chess by Wikiversitans == I made a short setup for the page [[Chess/Play with other Wikiversitans]]. Is that the way you would like it to go? Do you by anychance play chess yoursef? [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 19:21, 6 November 2025 (UTC) :Great questions. I made that page years ago and [[User:Mu301]] erroneously deleted it. I restored the old revs. As for how it should look, it's all wide open, so I have no objections. I think the notion of somehow playing here on site is actually intriguing. Maybe we could make that work... —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:05, 6 November 2025 (UTC) ::Help is needed from a specialist in the heart of Wiki. If you look at or know Lichess.org its very complex. However starting a Wikiversitans team there is a piece of cake. Just how do we invite our "members" here? Ideas welcome :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:49, 6 November 2025 (UTC) :::Would love to play chess with you. Find me at [[Chess/Play with other Wikiversitans]] in Lichess.org or Chess.com. Leave a message or email if you want to play. Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:46, 7 November 2025 (UTC) ::::Thanks. I saw your invite in my inbox, but I'm a little distracted now and recently started a new job, so I didn't want to agree until I had time to actually play. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 11:48, 7 November 2025 (UTC) :::::No problem. just say "When" :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:51, 7 November 2025 (UTC) ::::::[[Chess/Board Configurations]] I think you'll like it. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 13:56, 7 November 2025 (UTC) :::::::There is also a Wikiversity chess team <span style="background-color: #aaffaa;">created at [https://lichess.org/team/wikiversity Lichess.org].</span> [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 12:58, 8 November 2025 (UTC) ::::::::Oh dip. Thanks for the heads up. I'm glad to see you taking initiative about this. If only I had more time myself. :/ —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:22, 8 November 2025 (UTC) == Importing template == {{Ping|Koavf}} I would like to change the [[Template:Quantum mechanics]] to look more like [[W:Template:Quantum mechanics]] since the template at WV has almost no contence I could edit that, but better ask you instead of doing it. Btw we should play chess sometime :) Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 10:54, 14 November 2025 (UTC) == Night mode unaware lint.. == Thanks for the edits to self. Do you plan to proceed on updating other high-use templates? like {{tl|information}}, and {{tl|article info}}, where I should ideally have resolved the Night mode unaware lint as the same time as the other fixes in the sandbox version you swapped in :(. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:42, 18 November 2025 (UTC) Please also check my contributions on talk pages for {{tl|edit protected}} requests. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:42, 18 November 2025 (UTC) :In principle, yes, I do. When will I find the time??? Note that a lot of those edit request were up for months or a year+. :/ —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:43, 18 November 2025 (UTC) : An obvious group to update would be {{tl|Projectbox}} and {{tl|Robelbox}} families, although I would strongly suggest migrating these to use template styles over the current inline approach. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:49, 18 November 2025 (UTC) ::These are good ideas, but I just don't know when I'll have time to implement them. :/ —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:40, 19 November 2025 (UTC) == Wikidebate form == Hi, hope you're doing good! I just noticed some months ago you deleted [[Template:Form/wikidebate]]. The template was indeed unused (and probably undocumented too) but it did serve a purpose, namely to be ''substituted'' when creating a new wikidebate via [[Wikidebate/New]]. As a consequence, [[Is hate is an ineffective and or selfish emotion?|this happened]] and could happen again. Could you restore it, please? If you can do that, I'll document it properly and tag it with <nowiki>__EXPECTUNUSEDTEMPLATE__</nowiki> to avoid further confusion. Thanks! [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discusión]] • [[Special:Contributions/Sophivorus|contribs.]]) 14:39, 23 December 2025 (UTC) :Of course. Thanks for your understanding. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:34, 23 December 2025 (UTC) == [[:Category:Wikiversity fully protected templates]] == I am creating semi/full protection categories for various namespace pages, so can you undelete [[:Category:Wikiversity fully protected templates]]? Thanks. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:57, 14 April 2026 (UTC) :{{done}} —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:09, 14 April 2026 (UTC) == Different way to display talk pages for easier reading? == On [[Wikiversity:Colloquium]] when many people reply to the same thing all their posts are jumbled together into one big paragraph. Is this a well known problem? Is there a gadget I could use/activate to make readability/accessibility greater on Wikiversity or are we still working on that? Can I do anything obvious in order to help in this regard? ie. manually editing talk pages and adding proper wikitext or edit my own common.js? With the recent activation of a javascript that got up on the news...is there a way I can safely test my own common.js code that I ask an LLM to generate for me? I have a Qubes OS computer where I have access to disposable VMs which I can also turn off the internet on so even if the code goes haywire it won't affect my computer or the internet connection. [[User:ThinkingScience|ThinkingScience]] ([[User talk:ThinkingScience|discuss]] • [[Special:Contributions/ThinkingScience|contribs]]) 11:45, 27 April 2026 (UTC) :It's kind of surprising that you would write that, since this wiki has CSS with pretty bold background colors to differentiate comments based on how they are indented. Which skin are you using? —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 14:23, 27 April 2026 (UTC) == Need of IAs == I am reading at [[Wikiversity:Interface administrators]], that "Wikiversity does not have a need for permanent or long term interface administrators". So why you think otherwice? What task should be done? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:12, 10 May 2026 (UTC) :I don't know that we need them as such, I just think that if we had <var>x</var> IAs then when things come up (which is inevitable), someone can request or fix it directly instead of having a discussion, then getting a bureaucrat to give someone the rights, and then fix it. I'm just concerned about the overhead. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:43, 10 May 2026 (UTC) ::Well, yeah. But custodians/curators can just request. No need or discussion. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 10 May 2026 (UTC) ::: That's why I suggested we either keep the current policy, allow custodians to request temporary IA permissions (to amend it), or to have a minimum of 2 permanent interface administrators. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:27, 11 May 2026 (UTC) == Wikiversity:Candidates for Bureaucratship/Koavf == RE: [[Wikiversity:Candidates for Bureaucratship/Koavf]] I have closed this nomination as successful. Congrats! See [https://en.wikiversity.org/w/index.php?title=Wikiversity:Candidates_for_Bureaucratship/Koavf&oldid=2812177] and [https://en.wikiversity.org/w/index.php?title=Special:Log&logid=3549039]. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:14, 30 May 2026 (UTC) :Thanks, kindly. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:18, 30 May 2026 (UTC) ::Congratulations Justin. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:10, 9 June 2026 (UTC) :::Thanks also to you. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) q2yx7go9cqkcmsg2xkkx33eel2hu820 0 4997 2814649 2634579 2026-06-08T16:28:45Z Atcovi 276019 2814649 wikitext text/x-wiki {{wikipedia}} __TOC__ == Students and Avoiding Plagiarism == === What is Plagiarism? === According to Kennedy (2006), "Plagiarism is the illegal practice of taking someone else's ideas, data, findings, the language, illustrative material, images, or writing, and presenting them as if they were your own." The modern concept of plagiarism as [[immoral]] and [[originality]] as an [[Ideal (ethics)|ideal]] emerged in Europe only in the 18th century, while in the previous centuries authors and artists were encouraged to "copy the masters as closely as possible" and avoid "unnecessary invention."<ref name="Lynch02">Lynch, Jack (2002) [http://www.writing-world.com/rights/lynch.shtml ''The Perfectly Acceptable Practice of Literary Theft: Plagiarism, Copyright, and the Eighteenth Century''], in ''[http://www.history.org/foundation/journal/index.cfm Colonial Williamsburg: The Journal of the Colonial Williamsburg Foundation]'' 24, no. 4 (Winter 2002–3), pp.51–54. Also available online since 2006 at ''Writing World''.</ref> The 18th century new morals have been institutionalized and enforced prominently in the sectors of [[academia]] and [[journalism]], where plagiarism is now considered [[academic dishonesty]] and a breach of [[journalistic ethics]], subject to sanctions like [[Expulsion (academia)|expulsion]] and othere severe career damages. Not so in [[the arts]], which have resisted in their long-established tradition of copying as a fundamental practice of the [[creative process]], with plagiarism being still hugely tolerated by 21st century artists.<ref name="Alfrey">Alfrey, Penelope [http://web.mit.edu/comm-forum/papers/alfrey.html ''Petrarch's Apes: Originality, Plagiarism and Copyright Principles within Visual Culture'']</ref> === Why the Concern about Plagiarism? === Academia has been structured around the 18th century ethical ideal of originality. Student tend instead to naturally follow the long-established artistic tradition of copying as a fundamental practice of the creative process. The internet blesses today students a faster access to much material. Sadly for the structure of Academia, the joy about this fast access is tempered by knowledge that plagiarism is on the rise. The Web has increased the number of potential sources of plagiarism. === Is Plagiarism by students on the increase? === Yes. It is of grave concern for academia that plagiarism is in the increase. For example, on a large campus there is often a legal person tasked only with the handling of cases arising on the campus. === How Widespread is Student Plagiarism? === It is a global cancer for the academic structure. === How are Students Caught? === Just as students can use search engines to quickly find material to cut-and-paste without attribution, so too can lecturers use the same search engines to check sources and catch plagiarists. The ease with which the plagiarist finds information applies also to lecturers in detecting plagiarism. Student laziness in obtaining the plagiarized information results in lack of proofreading, sudden context changes, missing footnotes, false references, poor structure and out of context paragraphs, which are typical methods used in material which hides the real source. === What are the Consequences of Plagiarism in Academia? === Plagiarism is a serious offence for academia and no academic institution can turn a blind eye to it. It undermines the rights of honest pupils and students; can seriously affect the moral rights of some authors and it denigrates academic grades, degrees and even the academic institution itself. Pupils and students cannot accept their graduation diplomas or degrees honestly if they know they have plagiarized others' works. How will they perform and succeed in their future academic careers, if they have not assimilated the academic ethics themselves? === Why is Plagiarism Misconduct in Academia? === At the University of the Witwatersrand, a case of plagiarism is treated as misconduct as it: constitutes a breach of a rule of the University; and constitutes conduct that tends to bring the University or any part of it ... into contempt or disrepute; (and) interferes with the governance and proper administration of the University; (and) interferes with the conditions necessary for teaching, learning or research. ===Towards an International Plagiarism Policy === We need: *Education at school (may take long) *Interventions in First Year especially during orientation week *Interventions before honours year and final year *Interventions for postgraduates. *See the standardised reference tariff for penalties against plagiarism http://www.plagiarismadvice.org/documents/AMBeR%20Tariffv2.pdf === How does one avoid Plagiarism? === According to Kennedy (2006), "To avoid plagiarism, reference the source and put quotation marks around all of the quoted words, or paraphrase and reference." When you have your own work and some one else's work in the same electronic document use different colours and possibly different fonts for your work and others' work. That way you won't mix them up. Wiredmarker is a free add-on to Firefox that is of great benefit here, as it allows you to highlight, annotate and document text on the Web or locally. === Plagiarism checking software === *[https://www.turnitin.com/ Plagiarism check for intitutions developed by iParadigms] *[https://www.writecheck.com/ Plagiarism check for students developed by iParadigms] *[https://plagiarismchecker.eu/ Free plagiarism checking tool] *[https://www.plagramme.com/ Free plagiarism checking tool for educators] *See downloadable [http://www.ofqual.gov.uk/for-students-and-parents/123-for-students-and-parents-main-box-2-no-image/268-plagiarism-guides-for-students-parents-and-teachers free guides from Ofqual] (UK government regulator) created by PlagiarismAdvice.Org === References === Kennedy, I.G., (2006) How can I be original? in How to do Research. CD-ROM. Published privately by the author. {{ISBN|0-620-27218-X}}. === Useful Websites === *[http://www.plagiarismadvice.org/ PlagiarismAdvice.Org have a website full of free resources and run the International Plagiarism Conference] *[http://www.plagiarism.org/ The Learning Center is designed to help educators and students develop a better sense of what plagiarism means] *[[w:Plagiarism|http://en.wikipedia.org/wiki/Plagiarism]] *[http://www.ewh.ieee.org/soc/es/CFP5.html http://www.ewh.ieee.org/soc/es/CFP5.html] == Plagiarism is not copyright infringement == We must not confuse plagiarism with copyright infringement. It is all too easy to plagiarize: just cut and paste (from copyright or non-copyright) material without citation and referencing. == See also == *[[Academic integrity]] *[[Introduction to Wikiversity scholarship]] *[[Wikiversity:Reliable sources]] *[[Wikiversity:Cite sources]] *[[Wikiversity:Plagiarism]] *[[Wikiversity:Verifiability]] [[Category:Plagiarism| ]] ==External links== * [http://www.plagiarism.org Plagiarism.org] * [http://scholarlykitchen.sspnet.org/tag/plagiarism/ The Scholarly Kitchen: Plagiarism Articles] * [http://www.editage.com/insights/content_search/plagiarism# Editage Insights: Plagiarism Articles] ==References== {{Reflist}} 281r9ygkdrtv67asfjn21dun38lgz7c 1 17421 2814624 993457 2026-06-08T15:41:59Z Clehner~enwiki 2519825 /* Name conflict */ new section 2814624 wikitext text/x-wiki What is the real point of this article and why is it here? This is apparently a self-serving presentation by a single individual of his massive abridgement of ''The Urantia Book''. Obviously anyone is entitled to play with their copy of the text of the book in any way they like; however, the presentation of this material in this location (complete with references back to the wikipedia Urantia entry) seems to convey an authority that is altogether absent. Since a naive reader of the UB could become terribly confused and misled by this approach, which is not at all representative of the book itself, I believe the article should be qualified to indicate that it in no way represents the conceptual content of the real book, nor does it reflect any generally accepted approach to abridgement. If this is the product of a seriously minded group of readers, rather than a single overly committed individual, that group should make itself known and open its work to discussion. Absent this, the article should be rewritten to emphasize that this abridged text is NOT ''The Urantia Book'', is NOT representative of the contents of ''The Urantia Book'', and is NOT supported by a community of knowledgeable readers of ''The Urantia Book''. This is not to say that a naive reader may not gain spiritual insight from reading this ''Reader's Digest'' version. The selected material is excellent and communicative. But there are very good reasons for not presenting this material in this manner, especially to inexperienced readers. Although it is taken from the Book, this is not very representative of the real Urantia Book. Any why is it in "Wikiversity" anyway? If I receive no replies to this note, I will proceed to edit the entry as I see fit. [[User:68.55.164.69|68.55.164.69]] 21:09, 7 January 2007 (UTC)ldmjr@comcast.net :Please register a Wikiversity [[Wikiversity:Why create an account|user name]] and edit [[Urantia United|the page]]. By [[wiki|definition]], the content of [[Urantia United|the page]] is open to discussion. This topic is under the wing of the Wikiversity [[School:Theology|School of Theology]] and this applies: "Participants in the Wikiversity School of Theology use rational analysis and argument to discuss, interpret, and teach on any of a myriad a religious topics." --[[User:JWSchmidt|JWSchmidt]] 21:27, 7 January 2007 (UTC) ::Thank you for the comment. I will follow your advice about registering to edit when ready. I have brought the matter to the attention of The Urantia Book Fellowship and prefer to hear from other interested parties before just digging into what's here. There's no guarantee that what I changed would be an improvement since it's just one person's opinion. It is entirely possible the Fellowship will assign one or more people from their Education Committee to explore this in greater depth. Perhaps they would even take a constructive interest in fostering a group that might emerge around this broad topic. (Should one abridge the Book? Who? What? When? Where? Why? How? etc.) [[User:68.55.164.69|68.55.164.69]] 23:00, 7 January 2007 (UTC)ldmjr@comcast.net == Urantia Book == We also have a new learning resource, '''''[[Urantia Book]]''''' intended to cover the UB in its original unabridged form as a study group and part of [[School:Theology]]. [[User:CQ|CQ]] 00:38, 8 January 2007 (UTC) == categories == Would it be good to add the categories Theology and/or spirituality to this page? [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|talk]]) 17:25, 19 December 2012 (UTC) :I don't think it would hurt. I'll add them now, if they're not already there. [[User:Xaxafrad|Xaxafrad]] ([[User talk:Xaxafrad|talk]]) 01:56, 17 January 2013 (UTC) == Name conflict == A project was created with the same name, domain name '''urantiaunited.org''' registered in 2018, representing "four major organizations" - Urantia Foundation, The Urantia Book Fellowship, Urantia Association International, and TruthBook.com (Jesusonian Foundation). It makes no mention of [[User:Kkawohl]]'s book or this article. Media linking to it was distributed at the booth at [https://en.wikipedia.org/wiki/Parliament_of_the_World%27s_Religions#2023_Parliament Parliament of the World's Religions]. https://www.urantia.org/news/2023-10/parliament-worlds-religions 0awb08gtv2a5m8uz5og23twxcq8fzj8 2 56061 2814826 2814461 2026-06-09T07:47:55Z Jtneill 10242 + Page size 2814826 wikitext text/x-wiki {{TOCright}} [[:Category:Wikiversitans|Wikiversitan]] since March, 2008 ''A loose, personal (i.e., somewhat idiosynchratic) organisation of Wikiversity-related how-tos and links.'' ==To sort== {|style="background:transparent;" |valign=top| * [http://tools.wikimedia.de/~magnus/commonshelper.php commonshelper] * [[User:Jtneill/Wikification|Wikification]] * [[w:Help:Interwiki_linking#Project_titles_and_shortcuts|Interwiki linking]] * [[Wikiversity:Activity bars]] * [[Wikiversity:Percent complete]] |valign=top| * [[Wikiversity:Import|import]] * [[Wikiversity:Maintenance]] * [[Wikiversity:Namespaces]] * [[Wikiversity:Naming conventions]] |valign=top| * [[Wikiversity:Participants]] * [[Wikiversity:Peer review]] * [[Wikiversity:Review board]] * [[Wikiversity:Searching]] * [[How to be a Wikimedia sysop]] |} ==Anchor== * [[Template:Anchor]], e.g., [[#test]] will go to <code><nowiki>{{anchor|test}}</nowiki></code> or <code><nowiki>{{anchor|anchor=test}}</nowiki></code> (should go to end of page) ==Archiving== * Example of autoarchiving: [[User talk:Terra]] ==Blogging== * [[Wikiversity Blog howto]] ==Boxes== [[User:Jtneill/Sandbox/Tables and boxes]] The simplest of boxes {| class="messagebox" |- | ABC XYZ |} <blockquote style="padding-left:1.0em; padding-right:1.0em; background-color:#eaf8f4;"> Its good that it works in practice, because it certainly doesn’t work in theory[https://blogs.ch.cam.ac.uk/pmr/2007/10/14/the-thing-about-wikipedia-is-that-it-only-works-in-practice-in-theory-it-can-never-work/] </blockquote> ==Categories== It is possible to change the order in which a page’s categories are displayed. By default, categories are displayed in the order they appear in the wikitext. Wikis with a consensus to do so can [[m:Special:MyLanguage/Requesting wiki configuration changes|request]] a configuration change to display them in alphabetical order. [https://phabricator.wikimedia.org/T373480] Using titleparts <nowiki>[[Category:{{#titleparts:{{PAGENAME}}|1}}]]</nowiki> ==[[/Centering/]]== {{User:Jtneill/Wikiversity/Centering}} ==Chat== * [[irc:wikiversity-en|#wikiversity-en]] ==Citations and referencing== * [[w:Help:Citation tools|Citation tools]] * [[:Category:Citation templates]] * [[mw:Help:Cite]] * [[Template:Citation]] * [[WV:REF]] * Example: Outward Bound Process Model<ref>Walsh, V., & Golins, G. L. (1976). ''[http://wilderdom.com/theory/OutwardBoundProcessModel.html The exploration of the Outward Bound process]''. Denver, CO: Colorado Outward Bound School.</ref> ;References {{reflist|1}} ==Collapse boxes== {{collapse top|Mary had a little lamb}} Mary had a little lamb, Little lamb, little lamb, Mary had a little lamb, Its fleece was white as snow And everywhere that Mary went, Mary went, Mary went, Everywhere that Mary went The lamb was sure to go It followed her to school one day School one day, school one day It followed her to school one day Which was against the rules. It made the children laugh and play, Laugh and play, laugh and play, It made the children laugh and play To see a lamb at school And so the teacher turned it out, Turned it out, turned it out, And so the teacher turned it out, But still it lingered near And waited patiently about, Patiently about, patiently about, And waited patiently about Till Mary did appear "Why does the lamb love Mary so?" Love Mary so? Love Mary so? "Why does the lamb love Mary so?" The eager children cry "Why, Mary loves the lamb, you know." Loves the lamb, you know, loves the lamb, you know "Why, Mary loves the lamb, you know." The teacher did reply {{collapse bottom}} ==Colour== * [[Wikiversity web page colors|Color tables]] | [[Wikiversity:Color names|Color names]] * e.g., Font: {{font|color=green|Green}}, Background: <span style="background:hotpink; color:white;">Pink</span> ==Columns== ===Column breaks=== {| |- | Works on all browsers (col-begin/break/end): {{col-begin}} {{col-break}} * Col1 {{col-break}} * Col2 {{col-break}} * Col3 {{col-end}} Works on all browsers (col/break/colend): {{col}} {{break}} * Col1 {{break}} * Col2 {{break}} * Col3 {{col/end}} |} ===Moz-column=== Easier to use, but doesn't work on all browsers: <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> * Ant * Bee * Buzzard * Cat * Dog * Egret * Elephant * Tiger * Whale * Worm </div> ==Conversions== ===HTML=== * [[w:Wikipedia:Tools/Editing_tools#From_HTML]] * [http://www.ebruni.it/en/software/os/i_love_wiki/index.mpl i love wiki] * {{tick}} [http://diberri.dyndns.org/wikipedia/html2wiki/index.html HTML::WikiConverter] * {{tick}} [http://openfacts2.berlios.de/html2wiki/index.php HTML::WikiConverter]] Add URL ==CSS== * [[MediaWiki:Common.css]] ==Custodianship== * [[Wikiversity:Custodianship]] ** [[Wikiversity:Candidates for Custodianship]] ** [[Wikiversity:Notices for custodians]] ** [[Wikiversity:Request custodian action]] ** [[:Category:Wikiversity custodians]] ==Diffs== Some ways of showing diffs: * [[Wikipedia:User:NguoiDungKhongDinhDanh/FormattedEditRequest|Proposed edits side by side]] (using script) * {{tl|Text diff}}: e.g., {{text diff|old text|new text}} {{Text diff|[[file:Question book-new.svg|50x40px|alt=icon]]|[[file:Question book-new.svg|50x40px|alt=icon|link=]]}} {| class="diff" ! Before ! After |- | class="diff-deletedline" | <div> The course page should list all enrolled students.<br> Student names should be updated weekly. </div> | class="diff-addedline" | <div> The course page should identify participating student editors.<br> Student editor names may be added as appropriate. </div> |} <syntaxhighlight lang="diff"> -The course page should list all enrolled students. +The course page should identify participating student editors. </syntaxhighlight> ==Edit page== Create an internal link to the edit source page using: [[Special:EditPage/{{FULLPAGENAME}}|Edit source]] <nowiki> {{edit page}} </nowiki> gives: {{edit page}} <nowiki> {{edit page box}} </nowiki> gives: {{edit page box}} ==Extensions== * [[Special:Version#Extensions]] * [[/CategoryTree|CategoryTree]] * [http://www.sandboxserver.org/wiki/index.php?title=Testing_Mediawiki_extensions Sandbox server - testing extensions] * [[User:Jtneill/WYSIWIG|WYSIWIG]] ==Font== <p>{{font|face="courier"|size=medium|courier size 3}}</p> <p>{{font|face="verdana"|size=large|verdana size 4}}</p> <p>{{font|face="arial"|size=x-large|arial size 5}}</p> <p>{{font|face="times new roman"|size=xx-large|times new roman size 6}}</p> <p><b>{{font|face="verdana"|size=xx-large|verdana bold size 6}}</b></p> <p>{{font|face="lucida calligraphy"|size=xx-large|lucida calligraphy size 7}}</p> ==Formatting== ===Justification=== <div style="text-align: justify"> This text is right justified (but it doesn't look like unless the paragraph is long enough to go over one line on the page, so this is intentionally a particularly and unnecessarily long sentence in order to demonstrate right justification using <nowiki><div style="text-align: justify">...</div></nowiki>).</div> ==Line height== {{center top}}<p style="line-height: 36px;"> <big><big><big><big>This uses a<br>line height of 36px</big></big></big></big></p> <pre><p style="line-height: 36px;">...</p></pre> {{center bottom}} ===Mouse-over=== * [[Help:Mouse-over]] * [[Template:H:title]] ==Getting started== * [[Wikiversity:Guided tour|Guided tour]] * [[Wikiversity:Introduction|Introduction]] (Wikiversity) * [[/Introduction|Introduction]] (Jtneill) * [[/Welcome|Welcome]] (Jtneill) * [[Introduction to Wiki]] - [[Wiki 101]] * [[How to use wiki technology as a free learner]] * [[:Image:Short.ogg|Wikiversity - short intro]] (10 sec. video) * [[:Image:Editing_tutorial-large.ogg|Wikiversity editing tutorial]] (2 min video) * [[Wikiversity:Community Portal]] * [[Wikiversity:Content development]] * [[Help:Edit summary]] * [[Making links]] ==Good design== * [[User:Jtneill/Good design]] ==Icons== * [[Help:Icons]] * [[User:McCormack/icons]] ==Images== ===[[Template:Gallery|Gallery]]=== {{Gallery |title=Gallery of images |footer=Uses this [[Template:Gallery|template]] |width=150 |lines=2 ||Comment |File:Wikiversity-logo-Snorky.svg|[[Help:Contents/Links|Links]] can be put in captions. |File:Wikiversity-logo-Snorky.svg|Full [[MediaWiki]]<br />[[syntax]] may be used… |File:Wikiversity-logo-Snorky.svg| }} <!-- Fixed image in bottom right which is linked --> <div id="template-navbar" style="position: fixed; left:1; right:0; bottom:0; padding:0; font-size:122%;">[[Image:Happy.png|right|50px|link=en:Happiness|Happiness]]</div> ===ImageMap=== * [[mw:Extension:ImageMap|Extension ImageMap]] e.g., {{center top}} <imagemap>File:Treasurchest.svg|center|80px default [[Special:Random/|Random Wikiversity mainspace page]] desc none</imagemap>Click the treasure box to go to a random [[Wikiversity]] page{{center bottom}} ;Explanation The ImageMap extension allows, among other things, an image to link directly to a page e.g., as an internal link: <imagemap> File:Treasurchest.svg|center|150px|alt=Alt text default [[Motivation and emotion/Book/2015|Motivation and emotion Book - 2015]] </imagemap> The syntax is: <pre style="overflow:auto"> <imagemap> File:Treasurchest.svg|center|150px|alt=Alt text default [[Motivation and emotion/Book/2015|Motivation and emotion Book - 2015]] </imagemap> </pre> or as an external link: <imagemap> File:Treasurchest.svg|center|150px|alt=Alt text default [https://www.psychologytoday.com/basics/motivation Motivation (Psychology Today)] </imagemap> The syntax is: <pre style="overflow:auto"> <imagemap> File:Treasurchest.svg|center|150px|alt=Alt text default [https://www.psychologytoday.com/basics/motivation Motivation (Psychology Today)] </imagemap> </pre> ==Integrations== I'm interested to explore possible connections between WV and: * [http://archive.org Archive.org] * [[w:Citizendium|Citizendium]] * [[w:Google Groups]] * [[Moodle]] * [[Open University]] * [http://openlearn.open.ac.uk/course/view.php?name=Cohere Cohere] * [[WikiMedia Sister Projects]], particularly: ** [[Wikibooks]] ** [[Wikipedia]] ** [[Simple Wikipedia]] ==Licensing== * My teaching materials are licensed under [[Wikiversity:License tags#Free licenses|creative commons attribution 2.5]] and hosted either on http://wilderdom.com or http://ucspace.canberra.edu.au. I am thinking I should be dual licensing, but am still coming to grips with trying to understand the licensing similarities, differences, and issues. * I plan to gradually transfer most of my teaching materials to the various [[w:WikiMedia Foundation|WikiMedia Foundation]] wiki projects, particularly wikiversity. [[m:Polls|Let's just hope Jimbo doesn't put adds on these sites]], otherwise I will be transferring the materials somewhere else (again). * [http://beta.wikiversity.org/wiki/Wikiversity:IRC_meeting:New_licence_for_Wikiversity_Beta New_licence_for_Wikiversity_Beta] * {{tl|db-copyvio}} * {{tl|hangon}} * [[:Category:Astronomy Images]] ==Links== * Plain links: e.g., <span class="plainlinks">[http://archive.org http://archive.org]</span>: <br><nowiki><span class="plainlinks"> ... </span></nowiki> * [[mw:Manual:Opening external links in a new window]] ==Long page warning== * [[MediaWiki:Longpagewarning]] ==[[Main page]]== * [[:Category:Main page templates]] * [[Main Page/Layout 0.5]] * <span class="plainlinks">[http://en.wikiversity.org/w/index.php?title=Wikiversity:Main_Page&oldid=209253 Main page]</span> (old) ==Map== <mapframe latitude="-28.420391" longitude="136.757813" zoom="2" width="200" height="109" align="right">{ "type": "FeatureCollection", "features": [ { "type": "Feature", "properties": {}, "geometry": { "type": "Point", "coordinates": [ 149.12419, -35.308275 ] } } ] }</mapframe> ==Namespaces== * [[Special:NamespaceInfo]] ==Navigation== {{nav|User:Jtneill}} * [[Template:nav]] ==Notes== Small e.g., {{attention}} <small>For calendar due dates, see unit outline.</small> Notice templates {{Notice|{{tl|Notice}}}} {{Note|{{tl|Note}}}} ==Notifications== * [[Help:Notifications]] ==Pages== * [[Special:AllPages]] * Number of pages in category: <nowiki>{{PAGESINCATEGORY:User:Jtneill}}</nowiki> * {{hitcounter}} - <nowiki>{{hitcounter}}</nowiki> ==Page size== * [[Motivation and emotion/Book/2025/Size]] ==[[Project:Participants|Participants]]== *[[Wikiversity:Support staff]] ===Users=== *{{Participant|CQ}} - see Person of the Hour script *{{Participant|Donek}} *{{Participant|Dan Polansky}} ==Pedagogy== * [[Learning by doing]] * [[Wikiversity:Project incubator]] ==Policy== * [[w:Wikipedia:Contributing_FAQ#Is_there_a_minimum_age_requirement_to_contribute_or_register.3F|Is there a minimum age requirement?]] {{Official policies}} {{Proposed policies}} ==Project boxes== * [[Help:Resource attribution]] ==Purge== To purge the cache for a given page, append this to the URL: ?action=purge [[mw:Manual:Purge]] ==Quotes== * [[Template:Quote]] * ==[[Quizzes]]== * [[Help:Quiz-Simple]] * [http://www.qedoc.org/en/index.php?title=User:Jtneill My Qedoc user page] ** [http://eduforge.org/forum/forum.php?forum_id=1138 Qedoc now exports quizzes to Wikiversity] ==Referencing== * [[meta:WMDE Technical Wishes/Sub-referencing]] ==Sandbox== * http://www.sandboxserver.org/ * [[Wikiversity:Sandbox Server]] * [[Topic:Sandbox Server 0.5]] * [http://scratchpad.wikia.com/wiki/Scratchpad_Wiki_Labs Scratchpad] * [[../Sandbox]] ==Searching== * [[Help:Google]] * [[Wikiversity:Colloquium/archives/April 2008#Google search|Google search]] - <nowiki>[[google:wikiversity]]</nowiki> [[google:wikiversity]] * Use a + instead of a space ==Search multiple categories== ;Dual category search including one category with subcategories Search for chapters which [[Template:Clarification templates|need clarification]]: <inputbox> type=search width=33 default=incategory:"Resources needing clarification" namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> ==Sitenotice== * [[MediaWiki:Sitenotice]] * [[MediaWiki:Sitenotice id]] ==Size== ===Big/small=== * Use <code><nowiki><big>...</big> - could be also <big><big>...</big></big> etc. and also <small>...</small></nowiki></code> ===CSS=== <div style="font-size: 200%">200% text</div><code><nowiki><div style="font-size: 200%">200% text</div></nowiki></code> <div style="font-size: 150%">150% text</div><code><nowiki><div style="font-size: 150%">150% text</div></nowiki></code> ==Special== * [[Special:SpecialPages]] * Abuse ** [[Special:AbuseFilter]] ** [[Special:AbuseLog]] * [[Special:AccountSecurity]] * [[Special:Allpages]] * [https://auth.wikimedia.org/enwikiversity/wiki/Special:CreateAccount Create account] * [[meta:Special:GlobalWatchlist]] * [[Special:ListGroupRights]] * [[Special:PermanentLink]] * [[Random]] - [[Special:Random]] - [[Wikiversity:Random]] * [[Special:ShortPages]] * [[Special:Version#Installed extensions]] ==Strategy== * [[Wikiversity:Publicity]] * [[Wikiversity:Vision]] * [[Wikiversity:Vision 2009]] ==Statistics== * [[Wikiversity:Statistics]] * [[Google Search and Wikiversity]] * [http://wikistics.falsikon.de/latest/wikiversity/en/ Monthly page hits for wikiversity.en] * [http://gtools.org/tool/wikipedia-edit-counter/?str=jtneill&project=en.wikiversity Jtneill edit count] * https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/ * [[Special:Impact]] - [[w:Special:Impact]] ==Sub-pages== * [[Special:Prefixindex/User:Jtneill]] * Transclude: ** <code><nowiki>{{Special:Prefixindex/User:Jtneill}}</nowiki></code> ** <code><nowiki>{{Special:Prefixindex/{{NAMESPACE}}:{{PAGENAME}}}}</nowiki></code> ==Stubs== * [[:Category:Stub templates]] ==Structure== * [[Wikiversity:Browse/Concept]] ==Symbols== 🟨🟡⭐💛🟥⭕️❌🟦🔵🟩🟢✅ * [[User:VeronicaJeanAnderson]] ==System messages== * [[Special:AllMessages]] * [[#Sitenotice|Site notice]] ==Style== * [[MoS]] * [[MediaWiki:Common.css]] ==Tables== * [[Help:Table]] * [[User:Jtneill/Sandbox/Tables and boxes]] ==Tagging/notification== * <nowiki>@[[User:UserName|UserName]]</nowiki> * <nowiki>{{ping|UserName}}</nowiki> ==Templates== ===Page development=== * {{tl|welcome and expand}} - {{tl|we}} * {{tl|main welcome}} * {{tl|search}} * {{tl|draft}} * {{tl|underconstruction}} * {{tl|Learning project boilerplate}} * {{tl|info}} * {{tl|note}} * {{tl|notice}} * {{tl|Nutshell}} * <nowiki>{{notice|{{findsources}}}}</nowiki> ===Page navigation=== * [[Template:EasyNavBar]] * [[Template:Recovery psychology]] (example) * [[Workshop for Australian education policy]] (example) ===Sister projects=== * [[Template:Sisterprojectsearch]] * [[Template:Wikibooks]] * [[Template:Wikipedia]] * [[Template:Wikiversity]] ===User talk=== * {{tl|Welcomeip}} * {{tl|Welcome}} * {{tl|Talk header}} * [[:Category:User warning templates]] ===Administrative=== * [[Template:Category redirect]] * [[Template:Warning]] ==Theory== * [[Learning by engagement]] * [[User:JWSchmidt/Wiki Scholar]] ==Thoughts== * [[Red link]]s are doorways to the infinite library ([[w:The Library of Babel|Library of Babel]]) ==Tooltips== {{Tooltip|Tooltips allow additional text to be displayed when cursor hovers over|Pretty cool, eh?}} ==User== * [[w:Special:GlobalRenameRequest]] * [[Special:UserGroupRights]] * [[Special:UserRights]] * [[m:Steward requests/Permissions]] * [[meta:Help:Two-factor authentication]] ==Usability== * [[Wikiversity:Usability]] * http://usability.wikimedia.org - [http://usability.wikimedia.org/wiki/User:Jtneill Jtneill] ==Video== * .ogg files can be uploaded and embedded * See [[/Video]] for examples ==wikEd== * [[w:User_talk:Cacycle/wikEd]] ==Wiki2Reveal== * [[Wiki2Reveal]] (slides on the fly from MediaWiki page) ==x Test anchor== <!-- Test anchor - don't delete! --> {{anchor|test}} ==See also== * [[User:Jade Knight/Tools]] 7rtk93julv7wgd7b5dxmq7cc4w17tf0 0 91647 2814597 2774368 2026-06-08T14:19:14Z Atcovi 276019 [[Category:Child psychology (course)]] + [[Category:Child psychology]] 2814597 wikitext text/x-wiki {{TOCright}} == Child Psychology/Child Development == Field of study in which researchers work to understand and describe changes that take place as children grow. === Kinds of development === #Physical development #*growth in size #Cognitive development #*perception, thought process, memories, language #Socioemotional development #*Communication and emotional problems === Nature/nurture components === *Nature: Biologoical conditions influencing development **Genetics *Nurture: Environmental conditions influencing development **economic **cultural environment**nutrition === Child Development Theories === *Psychoanalytic Theories - Focuses on how conscious and unconscious aspectsinfluence behavior and on the structure of personality. **[[w:Freud|Sigmund Freud]] - psychosexual theory **#Oral and anal **#*Id desires pleasure from erogenous zones. The ego is emerging andkeeping the id in check as children learn to delay gratification **dont do it **#Phallic **#*As a result of unconscious sexual desires for opposite-sex parent,children learn to identify with same-sex parents. It is through thisidentification that the child acquires the superego. **#Latency **#*emergence of superego produces shame because of sexual desires. Sexualfeelings are repressed. **#Genital **#*Children mature into adolescents. Sexual identities are formed. **[[w:Erik_Erikson|Erik Erikson]] - psychosocial theory & crisis stages **#trust vs mistrust 0-1 years **#*+infant learns to trust world, people are trustworthy, self-confidence. **#*-infant is neglected, mistrust. **#autonomy vs shame 2-3 years **#*+child gains independence **#*-child doubts self and abilities **#initiative vs guilt 4-5 years **#*+ **#*- **#industry vs inferiority 6-12 years **#*+ **#*- **#identity vs role confusion adolescence **#*+ **#*- **#intimacy vs isolation early adulthood **#*+ **#*- **#generativity vs stagnation middle adulthood **#*+ **#*- **#integrity versus despair later adulthood **#*+ **#*- *Behavioral and Social Learning Theories - Intended to be more quantifiable. **Watson - stimulus-response connections by classical conditioning **Skinner - learning through consequnce (aka operant conditioning) **Albert Bandura - social learning, modeling, gives way into cognitivetheories *Cognitive Theories **Piaget - cognitive development theory, mental schemes. Objects inenvironment are assimilated and adapted into schemes. **#sensor motor **#* **#preoperational **#* **#concrete operational *#* **#formal operational **#* **Vygotsky - sociocultural theory, culture and language influence thoughtand perception *Biological Theories **ethology - evolutionary adapability of behaviors - Konrad Lorenz and NikoTinbergen **neuropsychology **Systems Theories ** Urie Bronfenbrenner - ecological systems theory, layers of influentialsystems ***Microsystem- direct interactions with people in immediate environment ***Mesosystem- elements in larger social environment (school, neighborhood,day care). ***Exosystem- larger social networks (extended family, government). ***Macrosystem- cultural customs, values, and laws. ***Chronosystem- how all of these systems can change over time, shifting allsystems *Dynamic Systems Theories - integrating systems used to understand complexelements of the variables influencing behavior. === Ethical Considerations === * == Genes == == Conception == * *Alternative techniques for conception **Artificial insemination **In vitro fertilization **Cryopreservation **Assisted in vivo fertilization **Surrogate mothers == Prenatal Environment == Prenatal devlopment is the development of an organism before its birth.Fertilization normally occurs in the fallopian tube. === Stages of Prenatal Development === #Germinal stage - conception to 2 weeks #*Begins at conception and ends when the zygote implants itself in themother's uterine lining. #*Between 8 and 12 days after conception, implantation occurs. this is whenthe zygote embeds itself in the inner lining of the mother's uterus #Embryonic stage - 3 to 8 weeks after conception #*blastocyst differentiates to form three cell layers in the embryo: theectoderm, mesoderm, and endoderm. #**The ectoderm is the outer layer of the cell mass, and during theembryonic stage it gives rise to the nervous sytem, sensory receptors, and outskin layers. #**The mesoderm becomes the circulatorty system, skeleton, muscles,excretory system, reproductive system, the outer layer of the digestive tract,and the inner layer of the skin. #**The endoderm will eventually become the respiratory system and theremainder of the digestive system. #*chronological development following conception #**3rd week - vulnerable brain cells and spinal cord form from the neuraltube #**3rd and 4th week - placenta and umbilical cord form #**by 4 weeks - eyes begin to form, torso continues to form, heart tissuebegins to beat, arm buds appear #**by 5 weeks - arms are developed and legs buds begin to form #**during 8th week - organogenesis is complete, signaling the end of theembryonic stage and beginning of the fetal stage #Fetal stage - week 9 to birth (38-40 weeks) #*chronological development following conception #**9 through 12 weeks - first arm and leg movements begin, reflexes appear,sex organs develop. #**17 through 20 weeks - mother begins to feel movement, heartbeat can beheard with a stethoscope. #**by 24 weeks - fat forms and rapid weight gain begins #**26 through 28 weeks - lungs are mature enough to allow breathing #**28 though 40 weeks - major organ systems are functional and braindevelopes rapidly. === Teratogens === *A teratogen is any environmental agent that causes damage during the prenatal period. The harm done by teratogen depends on: 1) dose 2) heredity 3) other negative influences 4) age In the period of the zygote, teratogens rarely have an impact. The embryonic period is the time when serious defect are most likely to occur because the foundations for all body parts are being laid down. During the fetal period teratogenic damage is usually minor although organs such as the brain, ears, eyes, teeth and genitals can still be affected. *Effects of alcohol use Fetal alcohol spectrum disorder (FASD) encompasses a range of physical, mental and behavioral outcomes caused by prenatal alcohol exposure. Children with FASD are given one of three diagnoses: 1) Fetal alcohol syndrome (FAS) 2) Partial fetal alcohol syndrome (p-FAS) 3) Alcohol-related neurodevelopmental disorder (ARND) Alcohol interferes with cell duplication and migration in the primitive neural tube. The body uses large quantities of oxygen to metabolize alcohol and draws the oxygen away from the developing organism. *Effects of illegal drug use: Babies born to users of cocaine, heroin or methadone are at risk for prematurity, low birth weight, physical defects, breathing difficulties and death at or around the time of birth. These infants are born drug-addicted. They are often feverish, irritable and have trouble sleeping. Their cries are abnormally shrill and piercing. Throughout their first year heroin and methadone exposed babies are less attentive to their environment and their motorskill development is slow. Several researchers have linked marijuana exposure to smaller head size and to sleep, attention and memory difficulties in childhood and poorer problem-solving performance in adolescence. *Effects of cigarette smoking The best known effect of smoking during pregnancy is low birth rate. The likelihood of miscarriage, prematurity, impaired heart rate and breathing during sleep, infant death, asthma and cancer later in life is also increased. Newborns of smoking mothers are less attentive to sounds, display more muscle tension, are more excitable when touched and visually stimulated, and more often have colic. This suggests effects on brain development. *Sexually transmitted diseases ** == Birth == === stages of labor === #dilation #*This stage of labor is the longest, lasting 6 to 14 hours. #*This stage begins when the uterus starts regular contractions, which causedilation. #delivery #*During this second stage of labor, the baby actually moves through thebirth canal and is delivered. Lasting an average of 30 minutes to 2 hours. Thisstage ends with the delivery of the baby #after birth #*During the third and final stage, the placenta and other membranes emergethrough the birth canal. #*This stage usually lasts an hour, and the mother continues to experienceweaker contractions. *Types of delivery *Drugs during delivery == Infants and Toddlers (0-2 years) == === Physical Developments === *Prematurity **occurs before 37 weeks of gestation or about 3 weeks earlier than thenormal due date **Low birth weight is weight less than 5 ½ pounds at birth (2 pounds lighterthan average); indicates potential for health risks **Very low birth weight is weight less than 3 ½ pounds at birth (4 poundslighter than average); indicates greater potential for health risks **Small for gestational age (SGA) is born below the tenth percentile ofbirth weight for gestational age; indicates serious health risks **Prevention includes childbirth classes, healthy lifestyles and especiallygood prenatal care, but sometimes there is nothing you can do *Infant Mortality **Refers to deaths that occur before the age of 1 year *Having a Healthy Baby **Prenatal care is important *Growth of the Body and Brain **Physical Growth ***Average birth weight is 7 ½ pounds, with males, about ½ pound heavier thanfemales ***Baby's weight doubles in first 5 months ***About 20 inches at birth and half of adult height by age 2 **Feeding and Nutrition (Breastfeeding) ***Sterile, cheap, “specially formulated” ***Colostrums are a thick, yellowish substance in breast milk containingimportant antibodies (only for the first few days of breastfeeding) ***Breastfed babies are at less risk of SIDS, asthma, and other illnesses ***Breastfeeding helps mom lose weight faster, and lowers risk of breast andovarian cancer ***Infectious diseases can be spread via breast milk, so some mothers can’t(iron enriched formula) ***Exclusively for 6 months, slowly introduce iron-rich foods from 6-12months, judgment call after ***More likely if mom married, higher income, and supported to breastfeed,but only ¼ by 6 mnths *Structure of the Brain and Nervous System **Spinal cord is the “information superhighway” **Brain stem controls automatic functions **Cerebellum is on the back of the brain and controls posture, bodyorientation, and complex muscle movements **Neurons are specialized cells that process information and allowcommunication in the nervous system (form by 7 weeks) **Cerebral cortex is the “gray matter” that forms the top portion of brainand is divided into the 4 lobes (10 wks) *Forming the Brain and Nervous System **Neural tube at about 4 weeks, which later develops into central nervoussystem **Synaptogenesis is one form of neuron maturation in which dendrites andaxons branch out to form an enormously large number of connections withneighboring neurons (by 23 weeks) **Most neural connections (synapses) form AFTER birth, as a result ofmaturation and experiences **Myelination is a form of neuron maturation in which the fatty insulation(myelin sheath) grows around the axons; occurs in different parts of the brainat different times **Programmed cell death is a process by which many neurons die duringperiods of migration and heavy Synaptogenesis (we lose half before even born!) *Sensory Capabilities **Vision ***Visual acuity is the ability to see fine detail ***Infants prefer faces ***Newborns vision is somewhere between 20/150 and 20/600, reaches 20/20 bybout 6 months ***Normal color vision by 3 months ***Prefer to look at green, yellow, or red over gray ***Depth perception by just under two months, but afraid of cliff by timecan crawl ***Binocular disparity is the difference between the images projected on thetwo eyes ***Pictorial cues are relative size and density of the pattern elementsshown beneath the glass **Hearing ***Hearing is functional before birth ***Recognize own names by 5 months **Smell and Taste ***Facial expressions show that newborn babies react to certain odors andtastes similar to adults ***The fetal system is well enough developed sometime near the end ofgestation to sense and store information about odors encountered before birth *Motor Development **Reflexes ***Reflexes are involuntary movements elicited by environmental stimuli ***Important early indicators of nervous system function ***Primitive reflexes disappear around 4 months; help the infant to findnourishment or might have served protective functions during earlier periods ofevolution ***Postural reflexes disappear by 12 months; help infants to keep theirheads upright, maintain balance, and roll their heads in the direction of theirbody motion ***Locomotor reflexes disappear by 4 months; mimic locomotor movements suchas crawling, stepping, and swimming **Voluntary Movements ***Gross motor development is the process of coordinating movements with thelarge muscles in the body (first step around 1 year) ***Fine motor development is the process of coordinating intricate movementswith smaller muscles **Influences on Motor Development ***Maturation of the muscles and brain **Opportunities for practice ***culture differences in early experience == Early Childhood (3-6 years) == Before the age of six years a child will learn more easily and efficiently than at any other time in his or her life. In the Montessori program development is fostered by the use of sensory materials that help children classify and identify the stimuli they encounter. The environment, rather than the child, is controlled so that the individual child can experience the use of materials pertinent to the child's current stage of development. There are over 1000 hands on lessons in the classroom. Everything in the classroom has a purpose. The teacher's role, or "guide "as we like to refer to them as, is to connect the child with the materials that are pertinent to the child's specific needs. Every child is different and unique and will learn at different timeframes. The guide will show the child how to use the material and will also show them proper care and placement upon finishing. When you visit, you will notice the children are engaged and focused on their lessons. It is a peaceful and productive setting where children love to learn . The environment fosters strong foundations for higher learning concepts. Montessori children are better prepared for future success due to their ability to concentrate, love for order, and ability to make good choices. This is a proven method, successful for over 100 years. Please call us to schedule an observation to see this in action. == Middle childhood (7-11 years) == Stages of Development for Children 7-11 Years As children reach the age of seven years they begin the “middle childhood” years often associated with rapid progress in all developmental and skill areas. The tasks of middle childhood are: # acquiring social and physical skills necessary for ordinary games # learning to get along with peers # building a wholesome concept of self # learning about sexuality # developing fundamental skills in reading, writing, and arithmetic # breaking family ties and developing a growing independence by entering school # developing conscience, morality and a value judgement system Late childhood years are characterized by the continued practice of those tasks learned in middle childhood. The necessary level of understanding and learning are: # learning to become self reliant # developing and maintaining friendships with peers # gaining a perspective of one’s peer group role # developing a moral code of conduct # a growing understanding of self and the world == Adolesence (12 years +) == Early Adolescence (12 - 14 years old) === Developmental milestones === Early adolescence is a time of many physical, mental, emotional, and social changes. Hormones change as puberty begins. Boys grow facial and pubic hair and their voices deepen. Girls grow pubic hair and breasts, and start menstruating. They might be worried about these changes and how they are looked at by others. This will also be a time when your teenager might face peer pressure to use alcohol, tobacco products, and drugs, and to have sex. Other challenges can be eating disorders, depression, and family problems. At this age, teens make more of their own choices about friends, sports, studying, and school. They become more independent, with their own personality and interests. Some changes younger teens go through are: === Emotional/social changes === # More concern about body image, looks, and clothes. # Focus on self, going back and forth between high expectations and lack of confidence. # Moodiness # More interest in and influence by peer group. # Less affection shown toward parents. May sometimes seem rude or short-tempered. # Anxiety from more challenging school work. # Eating problems sometimes start at this age. For information on healthy eating and exercise for children and teenagers, visit http://kidshealth.org/teen/food_fitness/. === Mental/cognitive changes === * More ability for complex thought. * Better able to express feelings through talking. * A stronger sense of right and wrong. * Many teens sometimes feel sad or depressed. Depression can lead to poor grades at school, alcohol or drug use, unsafe sex, and other problems. [[Category:Child psychology (course)]] [[Category:Child psychology]] 10hhhdon5u6j59i1vuqn4224pw53d3d 0 97516 2814731 2814520 2026-06-09T00:26:24Z Jtneill 10242 2814731 wikitext text/x-wiki {{:Motivation and emotion/Textbook/Banner}} '''{{big3|Table of contents}}''' ==Front matter== # [[/Front cover/]] - [[User:Jtneill|Jtneill]] # [[/Acknowledgements/]] - [[User:Jtneill|Jtneill]] # [[/Preface/]] - [[User:Jtneill|Jtneill]] ==Introduction== # [[/Introduction/What is motivation?|What is motivation?]] - [[User:Jtneill|Jtneill]] # [[/Introduction/What is emotion?|What is emotion?]] - [[User:Jtneill|Jtneill]] # [[/Introduction/Relationship between motivation and emotion|Relationship between motivation and emotion]] - [[User:Jtneill|Jtneill]] ==Motivation== [[File:Goals affirmation poster, Navy · DF-SD-04-09850.JPEG|right|160px]] [[File:Love Rush!.jpg|right|160px]] # Biological motives (needs) ## [[Motivation and emotion/Book/2010/Hunger motivation|Hunger motivation]] - [[User:JWSchmidt|JWSchmidt]] ## [[Motivation and emotion/Textbook/Motivation/Sexual motivation|Sexual motivation]] - [[User:Dos|Dos]] ### [[Motivation and emotion/Textbook/Motivation/Adultery|Adultery]] - [[User:S.emp|S.emp]] ### [[Motivation and emotion/Textbook/Motivation/Alcohol consumption and sexual motivation|Alcohol consumption and sexual motivation]] - [[User:Ra.shell|Ra.shell]] ### [[Motivation and emotion/Textbook/Motivation/Gender differences in sexual motivation|Gender differences in sexual motivation]] - [[User:Jasmine13|Jasmine13]] ### [[Motivation and emotion/Textbook/Motivation/Mate-seeking behaviour|Mate-seeking behaviour]] - [[User:Klammer|Klammer]] ### [[Motivation and emotion/Book/2010/Promiscuity motivation|Promiscuity motivation]] - [[User:Lmckenz|Lmckenz]] ### [[Motivation and emotion/Textbook/Motivation/Sex offenders|Sex offenders]] - [[User:Esha434|Emmarie]] # Mini-theories ## [[Motivation and emotion/Textbook/Motivation/Arousal|Arousal]] - [[User:E.herbert|E.herbert]] ## [[Motivation and emotion/Textbook/Motivation/Flow|Flow theory]] - [[User:KmpH|KmpH]] ## [[Motivation and emotion/Textbook/Motivation/Learned helplessness|Learned helplessness]] - [[User: JackStraw| Jack Straw]] # Motivation and behaviour ## [[Motivation and emotion/Textbook/Motivation/Dieting|Dieting]] - [[User:Christie88|Christie88]] ## [[Motivation and emotion/Textbook/Motivation/Exercise|Exercise motivation]] - [[User:Haddo|Haddo]] ## [[Motivation and emotion/Textbook/Motivation/Gambling|Gambling]] - [[User:Matt.long|Matt.long]] ## [[Motivation and emotion/Book/2010/Motivation and goal setting|Motivation and goal setting]] - [[User:MissadventureX|MissadventureX]] ## [[Motivation and emotion/Book/2010/Overeating motivation|Overeating motivation]] - [[User:Madeline|Madeline]] ## [[Motivation and emotion/Book/2010/Procrastination|Procrastination]] - [[User:Sallybradford|Sallybradford]] ## [[Motivation and emotion/Textbook/Motivation/Risk-taking|Risk-taking]] - [[User:AlEdwardson|AlEdwardson]] ## [[Motivation and emotion/Textbook/Motivation/Social inhibition|Social inhibition]] - [[User:Harro242|Harro242]] ## [[Motivation and emotion/Textbook/Motivation/Violence|Violence]] - [[User:Spartan117|Spartan117]] # Motivation and cognition ## [[Motivation and emotion/Textbook/Motivation/Positive thinking|Positive thinking]] - [[User:Rachelle21|Rachelle21]] # Motivation and culture ## [[Motivation and emotion/Book/2010/Indigenous Australians and motivation|Indigenous Australians and motivation]] - [[User:Mish795|Mish795]] # Motivation and education ## [[Motivation and emotion/Textbook/Motivation/Education|Motivation and education]] - [[User:U3005872]] ## [[Motivation and emotion/Book/2010/Student motivation theories|Student motivation theories]] - [[User:U118827|U118827]] # Motivation and psychological disorders ## [[Motivation and emotion/Textbook/Motivation/Anxiety|Anxiety]] - [[User:Hamish24|Hamish24]] ## [[Motivation and emotion/Textbook/Motivation/Antisocial personality disorder|Antisocial personality disorder]] - [[User:AriWright|AriWright]] ## [[Motivation and emotion/Book/2010/Dementia and motivation|Dementia and motivation]] - [[User:Skye.marie|Skye.marie]] ## [[Motivation and emotion/Book/2010/Depression and motivation|Depression and motivation]] - [[User:Megan O'Connell|Megan O'Connell]] ## [[Motivation and emotion/Book/2010/Narcissism|Narcissism]] - [[User:Aszokalski|Aszokalski]] ## [[Motivation and emotion/Textbook/Motivation/Narcissism2|Narcissism]] - [[User:A Hock|A Hock]] ## [[Motivation and emotion/Textbook/Motivation/Paraphilias|Paraphilias]] - [[User:CEB|CEB]] # Neurobiology of motivation ## [[Motivation and emotion/Book/2010/Motivational toxicity|Motivational toxicity]] - [[User:Mylie|Mylie]] # Motivation and self ## [[Motivation and emotion/Textbook/Motivation/Self-concept|Self-concept]] - [[User:Boubles|Boubles]] ## [[Motivation and emotion/Textbook/Motivation/Self-discipline|Self-discipline]] - [[User:Mike.j|Mike.j]] ## [[Motivation and emotion/Book/2010/Self-sabotage motivation|Self-sabotage motivation]] - [[User:Bails|Bails]] # [[Motivation and emotion/Book/2010/Personality and motivation|Personality and motivation]] - [[User:George902|George902]] # Types of motivation ## [[Motivation and emotion/Textbook/Motivation/Achievement motivation|Achievement motivation]] - [[User:Gabrielleblair|Gabrielleblair]] ### [[Motivation and emotion/Textbook/Motivation/Aggression/Workplace|Aggression in the workplace]] - [[User:Salbo|Salbo]] ## [[Motivation and emotion/Textbook/Motivation/Self-actualisation|Self-actualisation]] - [[User:Dan.th.man|Dan.th.man]] ## [[Motivation and emotion/Textbook/Motivation/Spiritual|Spiritual]] - [[User:Dchimself|Dchimself]] # [[Motivation and emotion/Book/2010/Unconscious motivation|Unconscious motivation]] - [[User:Katrina3027900|Katrina3027900]] ==Emotion== [[File:Love's Passing.jpg|right|160px]] [[File:Naya, Carlo (1816-1882) - n. 553a - Carpaccio V. 1506 - Dettaglio del sogno di Santa Orsola (La testa della Santa) - Academia, Venezia.jpg|right|160px]] # Aspects of emotion ## [[Motivation and emotion/Textbook/Emotion/Emotional expression|Emotional expression]] - [[User:Shannonld|Shannonnld]] ## [[Motivation and emotion/Textbook/Emotion/Emotion management|Emotion management]] - [[User:Jmcb|Jmcb]] ## [[Motivation and emotion/Textbook/Emotion/Emotional stability|Emotional stability/instability]] - [[User:Clinton.mcculloch|Clinton.mcculloch]] # Basic/Core emotions ## [[Motivation and emotion/Book/2010/Ekman's basic emotions|Ekman's basic emotions]] - [[User:MichelleK|MichelleK]] # Emotion and behaviour ## [[Motivation and emotion/Textbook/Emotion/Facial expression|Facial expression]] - [[User:Tink22|Tink22]] # Emotion and psychological disorders ## [[Motivation and emotion/Textbook/Motivation and emotion/Textbook/Emotion/Antisocial personality disorder|Antisocial personality disorder]] - [[User:Emma22|Emma22]] ## [[Motivation and emotion/Textbook/Emotion/Psychopathy|Psychopathy]] - [[User:Lisa Watson|Lisa Watson]] # Emotion and specific groups ## [[Motivation and emotion/Textbook/Emotion/Adolescence|Adolescence]] - [[User:Stephmartin|Stephmartin]] # Emotion and specific topics ## [[Motivation and emotion/Textbook/Emotion/Culture|Culture]] - [[User:FilL|FilL]] ## [[Motivation and emotion/Textbook/Emotion/Sport|Sport]] - [[User:Lozh|Lozh]] ## [[Motivation and emotion/Textbook/Emotion/Music|Music]] - [[User:Rotorhead15|Rotorhead15]] ## [[Motivation and emotion/Textbook/Emotion/Sex|Sex]] - [[User:Nikki24|Nikki24]] ## [[Motivation and emotion/Book/2010/Sleep and emotion|Sleep]] - [[User:Storm|Storm]] ## [[Motivation and emotion/Book/2010/Emotional development in children|Emotional development in children]] - [[User:WMLee|WMLee]] # [[Motivation and emotion/Textbook/Emotion/Mood|Mood]] - [[User:LBGibbons|LBGibbons]] # Specific emotions ## [[Motivation and emotion/Textbook/Emotion/Neurobiology of aggression|Neurobiology of aggression]] - [[User:u3006008|u3006008]] ## [[Motivation and emotion/Textbook/Emotion/Anxiety|Anxiety]] - [[User:Gajah|Gajah]] ## [[Motivation and emotion/Book/2010/Empathy|Empathy]] - [[User:JennyJ|JennyJ]] ## [[Motivation and emotion/Textbook/Emotion/Happiness|Happiness]] - [[User:SandyC|SandyC]] # [[Motivation and emotion/Textbook/Emotion/Stress, arousal and coping|Stress, arousal and coping]] - [[User:Barbie|Barbie]] # [[Motivation and emotion/Textbook/Emotion/Stress and health|Stress and health]] - [[User:C.aitken|C.aitken]] # [[Motivation and emotion/Textbook/Emotion/Theories/Cognitive|Cognitive theories of emotion]] - [[User:U3017048|U3017048]] ==Motivation & emotion== # [[Motivation and emotion/Textbook/Motivation and emotion/Animals|Motivation and emotion in animals]] - [[User:Mixie|Mixie]] ==Summary== # [[Motivation and emotion/Textbook/Summary and conclusion|Summary and conclusion]] - [[User:Jtneill|Jtneill]] # [[Motivation and emotion/Textbook/Feedback|Feedback]] ==See also== * [[Motivation and emotion/Assessment/Chapter|Textbook chapter guidelines]] * [[Motivation and emotion/Textbook/Structure|Textbook structure and features]] * [[Motivation and emotion/Textbook/Pedagogy|Textbook pedagogy]] * [[b:Cognitive Psychology and Cognitive Neuroscience/Motivation and Emotion|Cognitive Psychology and Cognitive Neuroscience/Motivation and Emotion]] (Cognitive psychology and cognitive neuroscience (Wikibooks)) ==External links== * [http://www.google.com/search?tbs=bks%3A1&tbo=1&q=motivation&btnG=Search+Books Motivation] (Google Books) * [http://www.google.com/search?hl=en&safe=off&tbo=1&tbs=bks%3A1&q=emotion&aq=f&aqi=g10&aql=&oq=&gs_rfai= Emotion] (Google Books) * [http://www.springer.com/psychology/journal/11031 Motivation and Emotion] (Journal) - [http://www.springerlink.com/content/h565j2qtl1p0/ Table of contents] [[Category:Motivation and emotion/Textbook| ]] [[Category:User:Jtneill/Grants/Student-authored open textbooks 2010]] </noinclude> 442n4pqke2s1egdf5j595023jqlm2jk 0 99074 2814726 2721933 2026-06-09T00:25:18Z Jtneill 10242 Tidy top 2814726 wikitext text/x-wiki {{title|Motivational toxicity}} __TOC__ {{MECR|http://screenr.com/0Yk}} ==Overview== [[File:Efimero.jpg|260px|thumb|right|Cocaine is a highly addictive illicit substance]][[w:Pleasure|Pleasure]] is the subjective interpretation of the feelings of [[w:Happiness|happiness]] and sense of satisfaction that is derived from an enjoyable event or stimulus (Adinoff, 2004). Pleasurable feelings are the brain’s way of rewarding particular behaviours and are experienced as the feeling of contentment after a good meal, the refreshing sensation of cold water easing a parched throat or the orgasmic rush of a sexual encounter (Foddy & Savulescu, 2007). Pleasurable experiences are beneficial in a variety of ways. Pleasures often promote survival and reproductive behaviour, and some also reduce [[w:Stress|stress]], stimulate [[w:Personal growth|personal growth]] and promote [[w:Health|health]] and [[w:Well being|well-being]] (Esch & Stefano, 2004). But pleasure-seeking can get out of control. [[../Addiction/|Addiction]] and motivational toxicity can be the negative outcomes of pleasure-seeking gone terribly wrong (Hyman, 2007). What makes an addict capable of lying, stealing and cheating to get their hands on a drug? How can they take advantage of other people and cause such pain and destruction to their families? Why do they apologise and promise to stay sober only to quickly get drunk again? Are addicts morally weak individuals who choose their drug over everything else, or are they sufferers of a chronic disease that robs them of their self-control? This chapter will explore the neurobiological structures and processes that underlie [[w:Substance addiction|substance addictions]] and the associated drug-obsessed thoughts and compulsive, destructive behaviours. Addictions come in many forms and involve a variety of brain regions and [[w:Neurotransmitters|neurotransmitters]]. Merely touching on research in all these areas would fill many books, therefore this chapter will focus mainly on drug and alcohol addiction and the role of the neurotransmitter [[w:Dopamine|dopamine]] in the brain’s [[w:Reward system|reward system]]. == Motivation, addiction and motivational toxicity == [[File:Alcohol desgracia.jpg|thumb|250px|right|Alcoholism is a family disease. It affects not only the drinker but those who care about him or her as well.]] '''[[Motivation]]''' is a collection of fundamental brain processes that underlie the two basic behavioural drives – pleasure and pain. ''Appetitive motivation'' directs us to pursue particular pleasant rewards while ''aversive motivation'' steers us away from potentially negative or dangerous situations. Ultimately, motivation is what directs our attention and triggers the initiation, persistence and intensity of our daily behaviours, which create our experiences, that collectively become our lives (Esch & Stefano, 2004). '''[[w:Addiction|Drug addiction]]''' is a chronic disorder characterised by compulsive drug-seeking behaviours despite obvious negative health and social consequences and regardless of whether or not the drug provides pleasure (Niehaus, Cruz-Bermudez & Kauer, 2009). [[w:Withdrawal|Withdrawal]] avoidance has long been considered the primary motive underlying drug addiction, suggesting that drug-seeking behaviours are a series of voluntary, planned actions that require flexible adaptability to changing conditions (Hyman, 2007). However, many experts now consider addiction to be a brain disease resulting from long-lasting neural changes and involving a complex interaction of biological and environmental factors (Volkow, Fowler & Want, 2003). Modern research identifies a reduced capacity for voluntary behavioural control due to the effects of long-term substance abuse on neural circuits (Bakalar, 2004). '''Motivational toxicity''' refers to the powerful drug-obsessed drive that takes control of a drug addict’s thoughts and behaviours at the expense of all other things. The toxic motivation of chronic, long-term drug abuse steals behavioural control away from the brain’s natural reward system and commandeers the associated cognitions into the endless pursuit for drug use (Esch & Stefano, 2004). Motivational toxicity is the combination of the over-valuing of the abused drug, reduced sensitivity to [[w:Natural rewards|natural rewards]], impaired inhibitory control and disrupted cognitive functioning (Volkow et al., 2004). == The reward system and the pleasure pathways == In 1954, Olds and Milner famously enabled rats to electrically self-stimulate certain parts of their brains. Their research revealed particular areas in the brain that the rats persistently self-stimulated to the exclusion of all other behaviours. These areas are now known as the brain’s pleasure centres (Adinoff, 2004). Olds and Milner’s technique has been refined over the years and is now known as [[w:Intracranial self stimulation|intracranial self stimulation]]. It has been widely used to identify the neurobiological reward pathways and structures (Schmitz, 2005). {{Hide in print| [[File:Dog with rawhide chew toy.jpg|250px|thumb|left|"Oh man, this is my kind of reward!"]]}} [[File:Chocolate Cupcakes with Raspberry Buttercream detail.jpg|250px|thumb|left|A delicious "natural" (non-drug) reward]] The reward system is a complex structure of neuronal circuits in the [[w:Central nervous system|central nervous system]] that are intricately connected with the [[w:Limbic system|limbic system]] and the [[w:Frontal cortex|frontal cortex]] to guide and govern behaviour (Esch & Stefano, 2004). [[w:Human evolution|Evolution]] has refined this system into complex biological mechanisms that promote goal-seeking by enabling us to create internal mental images of our desired rewards, assign them a value for comparison against other alternatives, learn automatic sequences of goal-attaining behaviours, suppress competing distractions and inhibit disruptive impulses (Hyman, 2007). These neural processes prioritise our needs and desires into a motivational hierarchy designed to promote survival, health and well-being (Esch & Stefano, 2004). The basic premise of the reward system lies in the principles of [[w:Operant conditioning|operant conditioning]]. Rewards are the tools that control our motivation and guide our behaviour, when our actions are pleasantly rewarded they are more likely to be repeated (Schmitz, 2005). Getting the reward reinforces, strengthens and improves the efficiency of the behaviour (Hyman, 2007). Pleasure and addiction may be two sides of a coin but they follow the same neural route - the pleasure pathways. As will be discussed below, these pathways are the [[w:Mesolimbic dopamine pathway|mesolimbic dopamine]] tracts which are made up of the projected axons from dopamine neurons situated in the [[w:Ventral tegmental area|ventral tegmental area]] of the [[w:Midbrain|midbrain]] (Esch & Stefano, 2004). ===== Natural reinforcers ===== Natural rewards are the pleasant feelings of enjoyment and arousal that are experienced in relation to behaviours or stimuli that promote survival, health and well-being (Adinoff, 2004). These reinforcers are controlled by biological feedback mechanisms to help regulate the motivational hierarchy. For example, we eat when we are hungry and we stop eating when we feel full (Esch & Stefano, 2004). These reinforcers are prioritised by their fluctuating value and [[w: Saliency|saliency]] in order to maintain an optimal level of [[w:Homeostasis|homeostasis]] (Volkow, Fowlwer & Want, 2003). Rewards trigger the release of the neurotransmitter dopamine in the brain resulting in the feeling of pleasure and promoting learning and memory (Hyman, 2007). ===== Drug rewards ===== Natural and drug rewards act at the same brain sites and both trigger the release of dopamine. Chemical substances however, directly and strongly stimulate the CNS without any controlling mechanism to keep them in check (Bakalar, 2004). This direct and unregulated activation of the CNS earns the drug a fixed and super-potent reward value which contrasts with the fluctuating relative value of natural rewards (Esch & Stefano, 2004). Chronic drug use also results in phasic dopamine levels, a faster, more intense release followed by a rapid decrease, which strengthens the motivational properties of the drug well beyond that of natural rewards (Volkow & Li, 2004). Drug-induced dopamine bursts also enhance [[w:Conditioned learning|conditioned learning]], supporting the growing connections between drug use and drug-predicting internal and environmental cues (Volkow, Fowler & Want, 2003). ===== Drug use vs. drug addiction ===== What are the differences between drug use and drug addiction? Researchers have compared laboratory rats with differential access to cocaine self-administration to explore this question. As expected, their findings indicate that addicted rats self-administer higher levels of cocaine than non-addicted rats. Additionally, when the cocaine is taken away, addicted rats are more motivated to get their dose, take increased risks in the process, persist longer with drug-seeking behaviours and have a higher prevalence of relapse (Ahmed & Koob, 2005). == Drug effects == [[File:Neurons big1.jpg|450px|thumb|Neurons are made up of a cell body, axons and dendrites. The synapse is a small junction where chemical messengers pass from the axon of a pre-synaptic neuron to receptors on a post-synaptic neuron.]] Long-term use of [[w:Alcohol|alcohol]], [[w:Cannabis|cannabis]], [[w:Opiates|opiates]] and [[w:Psychostimulants|psychostimulants]] have all been associated with neuronal injury, dysfunction and loss of brain volume (Yucel & Lubman, 2007). The maladaptive neuronal changes incurred by substances of abuse correlate with the dysfunctional behaviours of addiction (Niehaus, Cruz-Bermudez & Kauer, 2009). These substances disrupt brain function and cause physical changes that redirect the neural circuits involved in planning, decision making, inhibitory control and attention to compulsively respond to drug related stimuli, creating an incredibly strong motivational drive (motivational toxicity) to seek and use drugs even when they no longer provide pleasure (Adinoff, 2004). ===== Neural sensitisation ===== The drugs' ability to directly and intensely stimulate the CNS results in the assignment of a super-potent reward value that far outranks the value of natural reinforcers, reducing the ability of other stimuli to compete for the addicts attention (Bakalar, 2004). This is the concept of [[w:Sensitization|neural sensitisation]] which results in the excessive ''wanting'' of the drug, the motivation to get the drug as opposed to ''liking'' the effect it produces (Robinson & Berridge, 2003). It is important to note the difference between ''liking'' and ''wanting'', as wanting can occur without liking. '''Liking''' refers to the pleasurable feelings experienced when a desired reward has been procured. '''Wanting''' refers to the motivational salience that makes the reward desirable, wanting transforms a reinforcer from a sensory representation into a desired reward capable of capturing attention and motivating behaviour (Zhang et al., 2009). ===== Conditioned learning ===== Addicts also demonstrate an attentional bias towards drug-related stimuli. Drug-cues activate memories, sensations and emotions generating responses strong enough to induce cravings and relapse (Gardini, Caffarra & Venneri, 2009). Over-learning of drug-stimuli associations is due to the enhanced activation of the memory and learning circuits from drug-induced dopamine surges. This strengthened learning supports the development of behaviour sequences that are automatically elicited by drug-stimuli, further increasing the motivational salience of the drug, and links affective states to drug-use to form future drug effect expectations (Volkow, Fowler & Wang, 2003). Conditioned learning is an important aspect of addiction, however problems arise with the ability to activate the neural motivational systems, as learning by itself does not generate compulsive behaviours. Robinson and Berridge (2003) suggest that the abnormalities of addiction do not lie in the conditioned learning itself, but in the response of the brain's motivational systems to the conditioned drug cues. {{Hide in print| == Test yourself == <quiz display=simple> {Motivational toxicity is the drive behind addiction behaviours. |type="()"} + TRUE. - FALSE. {Drug rewards have the same motivational salience as natural rewards. |type="()"} - TRUE. + FALSE. </quiz> }} == Brain structures and functions == Modern [[w:FRMI|fMRI]] research has revealed that drug use and associated cravings activate a complex pattern of interconnected brain areas that receive direct innervations from dopamine neurons. These areas include the ventral tegmental area of the midbrain, the [[w:Nucleus accumbens|nucleus accumbens]], [[w:Orbitofrontal cortex|orbitofrontal cortex]], [[w:Anterior cingulate|anterior cingulate]], [[w:Prefrontal cortex|prefrontal cortex]], [[w:Amygdala|amygdala]] and [[w:Hippocampus|hippocampus]]. These regions, and their involvement in rewards, motivation, memory, learning and cognitive control, mediate our everyday behavioural choices by formulating comparisons, expectations and associations (Volkow, Fowler & Want, 2003). Modern researchers hypothesise that drugs of abuse may create an 'addiction signal' that begins in the ventral tegmental area and is passed along to the nucleus accumbens and other areas of the frontal cortex and limbic system by mechanisms similar to [[w:Long term potentiation|long term potentiation]] (LTP) or depression (LTD). We will explore LTP and LTD in the next section (Niehaus, Cruz-Bermudez & Kauer, 2009). <!-- Check out this [http://www.youtube.com/watch?v=jneJUgo_tFQ| youtube clip] on addiction and the reward system. --> == Neural structures of the reward system == {| class="wikitable" |- | '''Ventral tegmental area''' || The pleasure pathways start here in the midbrain. This is the home of dopamine neurons whose projected axons create the mesolimbic system that innervates and interconnects other regions. Natural and drug rewards stimulate the VTA to start the cycle of dopamine release. Reward-driven behaviours are processed to provide information for modifying future behaviours (Niehaus, Cruz-Bermudez & Kauer, 2009). |- | '''Frontal and prefrontal cortex''' || The large frontal lobes consist of many specialised sections with specific roles. Overall, the frontal cortex coordinates and processes the information that determines appropriate behaviour (Esch & Stefano, 2004). The prefrontal cortex houses our conscious goals, is involved in decision making, inhibitory control and reward values (Volkow, Fowler & Wang, 2003). |- | '''Nucleus accumbens''' || The primary region for the pleasurable experience of rewards, or the sensation of liking. Here, the motivational saliency (how important something is compared to other things) of an expected reward is calculated in relation to the current situation and previous experiences (Volkow, Fowler & Wang, 2003). This area plays a critical role in priming future drug use and is involved in the higher order sensory and motor processes that initiate goal-directed behaviours, regardless of the type of reinforcer (Adinoff, 2004). |- | '''Orbitofrontal cortex''' || A major component of the reward system, the OFC houses several functions that if disrupted produce addiction behaviours. Reward values are compared to alternative options, taking into consideration recent experiences and internal needs. Appropriate courses of action are determined for unpredictable situations or when there is limited information available. The OFC also assesses the relevance and value of behavioural options, the familiarity of situations and outcome expectancies and provides behavioural stop signals (Adinoff, 2004). A critical area for drive and motivation, conditioned responses, learning stimulus-reinforcement associations, inhibiting emotional responses, compulsive behaviours, [[w:Perseveration|perseveration]] and protecting reward-association behaviours from extinction (Volkow et al., 2004). Disrupting the OFC can lead to impulsivity, decision making and [[w:Obsessive compulsive disorder|obsessive-compulsive disorders]] (Adinoff, 2004). |- | '''Anterior cingulate''' || Inhibitory control over behaviour, performance monitoring, consideration of available choices, error detection, prediction of potential conflicts between intended actions and their outcomes (Yucel & Lubman, 2007). Also responsible for emotional self-control, focused problem solving and the ability to adapt to changing conditions under the influence of current motivation and mood (Adinoff, 2004). Disrupting this region impairs ability to detect errors in behaviour reducing capacity to control actions in the face of negative outcomes (Yucel & Lubman, 2007). Also associated with emotion and attention disorders (Adinoff, 2004). |- | '''Amygdala''' || Consolidates memories of emotionally arousing events, assesses whether events are pleasant or unpleasant, and subsequently whether they should be repeated or avoided. Assigns reward values to stimuli and is involved in fear conditioning in new situations (Adinoff, 2004). |- | '''Hippocampus''' || Formation of new memories of personal experiences ([[w:Episodic memory|episodic memory]]) and learning new factual information. Damage to the hippocampus can result in amnesia and is implicated in [[w:Alzheimer's disease|Alzheimer's disease]] (Adinoff, 2004). |- | '''Dorsolateral prefrontal cortex''' || Home of our [[w:Working memory|working memory]], conscious management of chunks of current information enables us to sequence events, and plan and select goals (Adinoff, 2004). |} == Dopamine and the pleasure pathways == Neurotransmitters are chemical messengers released from one neuron, across the synapse (the tiny gap between cells) to be taken up by receptors on other neurons (Volkow et al., 2004). The activation of the [[w:Mesolimbic pathway|mesolimbic pathways]] releases dopamine into the synapses, producing feelings of pleasure and enabling the determination and recording of motivational saliency (reward value) for the particular reinforcer (Adinoff, 2004). Dopamine is naturally released at a slow, steady rate to consistently regulate mood and drive motivation (Esch & Stefano, 2004). Unexpected, new or better than anticipated experiences trigger the release of dopamine to enhance motivation encoding, new learning, information processing, reward prediction and reinforcement. Addictive drugs trigger a flood of dopamine release that creates the euphoric sensation of a drug high and strongly facilitates drug learning (Volkow et al., 2004). Drug-induced higher levels of stimulation are adapted to by the resetting of reward values that further enhance the value of the drug and decrease sensitivity to natural reinforcers. Simultaneously the over-activated motivational and memory circuits start to take over from the frontal cortex, reducing inhibition functions and creating a positive feedback loop that results in compulsive drug-taking (Volkow, Fowler & Wang, 2003). The phasic dopamine levels induced by drugs eventually result in chronically reduced levels of dopamine and [[w:Dopamine receptors|dopamine receptors]] in the mesolimbic system and reward circuitry, this renders the addict hyper-sensitive to the substance and strengthens the motivation to get and use the drug (Bakalar, 2004). [[File:Dopamine Pathways.png|400px|left|thumb|The dopamine pathways originate in the midbrain and spread out to innervate the striatum, hippocampus, amygdala (not shown), nucleus accumbens and frontal cortex]] ===== Dopamine receptors and reward deficiency syndrome ===== There are two main families and five sub-types of dopaminergic receptors. D2 dopamine receptors are the ones most commonly associated with addiction (Adinoff, 2004). The amount of dopamine receptors that an individual has is influenced by both genetic and environmental factors. A person who has more receptors is likely to be less affected by drugs of abuse as there will be less dopamine free-floating at the synapse, this may offer a higher level of protection against addiction. Conversely, a person with less receptors may be predisposed to use drugs as a means of compensating for decreased reward circuit stimulation (Volkow et al, 2004). Reward deficiency syndrome (RDS) refers to chronically low levels of dopamine and dopamine D2 receptors, a common factor in a variety of addictive behaviours including drugs, [[w:Obesity|obesity]], [[w:Compulsive gambling|compulsive gambling]] and [[w:Sex addiction|sex addiction]]. RDS reduces the level of pleasure experienced from normal rewarding stimuli, such as a good book or friendly social interaction. Binging on addictive substances increases dopamine release and may be a form of self-medication to compensate for an under-active reward system. Unfortunately binges are quickly followed by the down-regulation of dopamine D2 receptors returning levels to their chronically low state and creating a vicious cycle of craving and compulsion (Fortuna & Smelson, 2008). ===== Synaptic plasticity and long term potentiation ===== Various drugs exert different effects, but all of them alter the strength of the synapses stimulating VTA dopamine neurons, suggesting that all addictive substances may alter brain reward circuitry through the same mechanisms early in addiction (Niehaus, Cruz-Bermudez & Kauer, 2009). [[w:Synaptic plasticity|Synaptic plasticity]] refers to the ability to alter the synaptic connections between neurons by a mechanism known as long term potentiation or depression (LTP or LTD), a long-lasting increase or decrease in synaptic transmission hypothesised to underlie information storage in the brain (Kauer & Malenka, 2007). After drug use, changes in synaptic plasticity are equivalent to changes in behaviours. More importantly, sometimes when the synaptic changes are reversed, some of the behavioural effects are reversed along with them. It is theorised that addictive drugs use LTP or LTD to alter dopamine synapses in the reward circuits. This either promotes or blocks plasticity of learning and memory circuits, hence influencing the over-learning and long-term storage of the reward-related memories involved in addiction (Niehaus, Cruz-Bermudez & Kauer, 2009). == Non-chemical addictions == [[File:Gambling chips.jpg|thumb|right|Gambling is an impulse-control disorder that can become an addiction]] Both substance-related and [[w:Impulse control disorders|impulse-control disorders]] can be considered addictions. Although there are notable differences between the various disorders many appear to share common pathways. [[../Gambling|Pathological gamblers]] in search of a particular state of arousal stimulate the same dopaminergic reward and pleasure pathways as drug addictions, and demonstrate similar forms of tolerance and dependence. Like chemical addictions, pathological gamblers demonstrate increased rates of comorbid [[w:Mood disorders|mood disorders]], [[w:Attention deficit hyperactivity disorder|attention deficit/hyperactivity disorder]], substance-related disorders, and [[w:Personality disorders|personality disorders]] (Schmitz, 2005). Binge-eating disorder, also known as [[w:Food addiction|food addiction]], is defined by a lack of control over eating larger than normal amounts of food. Research has suggested similar decreases in dopamine D2 receptors may lead food addicts to seek out tasty rewards. Also in line with drug addictions, research recently identified the nucleus accumbens as the main site for the sweet tooth, sparking suggestions that food binges are a form of addictive behaviour that increase levels of dopamine (Fortuna & Smelson, 2008). {{Hide in print| == Test yourself == <quiz display=simple> {Phasic dopamine eventually results in chronically decreased levels of dopamine. |type="()"} + TRUE. - FALSE. {Reversing changes to synaptic plasticity also reverses addiction. |type="()"} - TRUE. + FALSE. </quiz> }} == Vulnerability to addiction == [[File:Santiago Rusinol Before the Morphine.jpg|thumb|right|A woman addicted to morphine. Painting by Santiago Rusiño, last decade of the 19th century.]] Even with an extremely addictive drug like [[w:Cocaine|cocaine]], only about 15% of users will become addicted. So what makes those people vulnerable to addiction? Although genetics are estimated to account for 40 to 60% of addiction vulnerability, other well known influential factors include stress, mental illness, social status and environmental factors (Volkow & Li, 2004). Increased risk of substance abuse and addiction may also be related to a decreased sensitivity to natural rewards, genetic or stress related deficiencies in D2 dopamine receptors, reduced activity of dopamine circuits or increased sensitivity to drug-stimuli by learning or motivation circuits (Volkow, Fowler & Wang, 2003). Adolescents have a particularly high susceptibility to addiction as their developing brains will not reach full maturity until into their 30’s. Research consistently shows higher levels of disruption and increased addiction due to the vulnerability of teenage brains to the neurotoxic effects of drugs (Yucel & Lubman, 2007). == Opponent-process theories of drug addiction == Drug-induced over-activation of the reward system eventually results in chronically decreased responsivity. According to [[w:Opponent process theory|opponent-process theories]], this occurs due to an anti-reward system that counter-balances the natural reward system to maintain a narrow range for reward thresholds and an optimal level of homeostasis (Ahmed & Koob, 2005). The concept of opponent-processes is a common feature in biological systems but has not been as extensively researched in relation to addiction. Researchers suggest that the anti-reward process may manifest as withdrawal symptoms and involve [[w:Stress hormones|stress hormones]] such as corticotrophin releasing factor (CRF), [[w:Norepinephrine|norepinephrine]] and [[w:Dynorphin|dynorphin]] (Koob & Le Moal, 2005). The general concept of opponent-process theories is that an ''a''-process moves a biological system out of its normal range, closely followed by a slower ''b''-process designed to gradually reinstate stability. In relation to drug use, initial drug consumption may boost the reward system responsivity well outside of normal range, the closely following opposing ''b''-process works to stabilise the reward threshold resulting in the symptoms of withdrawal. During drug-binge use, the anti-reward ''b''-process may not have sufficient time to successfully return the system to normal before the next drug hit delivers another surge. By this unbalanced process the drug may eventually reset the reward threshold, producing tolerance and gradually increasing the required dosage strength (Ahmed & Koob, 2005). Robinson and Berridge (2003) identify limitations of the opponent-process theories. They note that often the symptoms of withdrawal are simply not potent enough to motivate drug-seeking behaviours. Additionally, withdrawal symptoms generally peak within a few days and then taper off, hence the short-term nature of withdrawal is an insufficient explanation for the long term potential to relapse. == Addiction as a form of pleasure-seeking == Some researchers disagree with the chronic-disease model of addiction. Foddy and Savulescu (2007) suggest that addiction is neither a brain disease nor a moral condition but an unusually strong, socially unacceptable pleasure-seeking preference that has been labelled a disease in order to allow the medical treatment of behaviours that challenge [[w:Social norms|social norms]]. Foddy and Savulescu compare drug addiction to the nineteenth century disorder of [[w:Drapetomania|drapetomania]], which caused slaves to run away from their masters, and people to mountain climb, suggesting that research is devoted to drug addiction over mountain climbing due to the sociopolitical context of the twenty-first century. Opiate-addicted returning Vietnam soldiers are offered as evidence that many addicts simply stop using or mature out of their addiction. Hence, in the view of Foddy and Savulescu, addiction is nothing more than a strong drive to experience pleasure. == Reversing motivational toxicity == Despite the increased value of drugs, the stronger and well-learned drug cues and the damaged neural control mechanisms, addictions can be overcome. Recovery requires a drug-free environment, strong support system, and the understanding that multiple relapses are likely and should be accepted as a temporary setback rather than a personal failure (Hyman, 2007). Effective treatments need to adopt multi-modal methods combining pharmacological, cognitive and behavioural therapies targeted at decreasing drug reward values, increasing natural reward values, weakening learned drug responses, extinguishing drug-cue associations and differential reinforcement of other behaviours (Volkow, Fowler & Wang, 2003). There are two main pharmacological interventions used when treating addictions. The first type of medications interfere with the reinforcing effects of the drug by triggering aversive responses or interfering with their binding, the drug-induced dopamine increase, the postsynaptic response, or the drug's ability to reach the brain. The second type compensate for the long-term adaptations of addiction by decreasing the drugs motivational value, enhancing the motivational saliency of natural rewards, or interfering with conditioned responses, stress and withdrawal symptoms (Volkow & Li, 2004). [[File:Sand Garden at Tofukuji Temple.jpg|300px|left|thumb|Meditation promotes mindfulness - remaining in the present moment, watching your thoughts without reaction or judgement.]] Alternative and adjunctive treatments may help reduce symptoms and support pharmacological and behavioural therapies. Sensory stimulation, for instance music, may influence the limbic and reward pathways involved in feelings of pleasure and happiness, thus helping to reduce [[w:Anxiety|anxiety]], [[w:Depression|depression]] and stress (Esch & Stefano, 2004). Auricular acupuncture stimulates branches of the cranial nerves that affect the limbic system, resulting in the production of the calming neurotransmitter [[w:Serotonin|serotonin]]. Research demonstrates this may help improve sleep, confidence, concentration, energy and physical and psychological well being, and reduce anxiety, cravings and stress (Handley, 2009). The Buddhist mindfulness practice of [[w:Vipassana meditation|Vipassana meditation]] teaches objective, self-observation without reaction. Research by the University of Washington found Vipassana mediation to be a low-cost adjunctive treatment that helps to reduce substance use and associated psychiatric symptoms, and increase [[w:Optimism|optimism]] and substance-use related [[w:Locus of control|locus of control]] (Monti, 2007). Designing effective preventative methods requires early onset drug use research, increasing adolescent education and early identification of comorbid conditions and characteristic behavioural problems such as impulsivity and emotional dysregulation (Yucel & Lubman, 2007). == Questions to make you think == #Can you define motivational toxicity? #What is the difference between appetitive and aversive motivation? #Do you consider addiction a disease? Why or why not? #Can you describe the reward system? #How is liking different to wanting? #What processes does dopamine facilitate? #Can you define synaptic plasticity and long term potentiation? #What methods would you use to treat an addiction? == Summary == Motivational toxicity is the potent maladaptive drive that directs an addict to acquire and use their drug (Esch & Stefano, 2004). Compulsive addiction behaviours are the direct result of neural damage that is caused by substances of abuse (Adinoff, 2004). Addictive drugs directly and intensely stimulate the brain reward system and dopaminergic pathways causing physical damage and disruption to learning, memory, motivation, reward and cognitive control circuits (Bakalar, 2004). The reward system is a collection of neural structures originating in the midbrain and incorporating the frontal lobes and limbic system,. The system is innervated and interconnected by the mesolimbic dopamine pathway (Volkow, Fowler & Wang, 2003). Stimulating the dopaminergic neurons triggers dopamine release which produces feelings of pleasure, codes motivational saliency and enhances learning (Volkow & Li, 2004). Continuous drug stimulation of the pleasure pathways incurs phasic bursts of dopamine that lead to neuronal damage and eventually result in chronically reduced levels of dopamine and dopaminergic receptors (Fortuna & Smelson, 2008). Neural sensitisation, synaptic plasticity and long-term potentiation are suggested mechanisms for drug-induced neural disruption (Kauer & Malenka, 2007). Addiction theories have moved away from being predominantly withdrawal-avoidance based towards chronic disease and opponent-process models. Opponent-process theories suggest an anti-reward system attempts to counter-balance the drug effect and restabilise homeostasis after drug use (Ahmed & Koob, 2005). Not all researchers agree. Foddy and Savulescu (2007) claim that addiction is merely extreme pleasure-seeking using socially unacceptable behaviours. Common neural pathways, structures and processes have been identified in substance abuse disorders and impulse control disorders indicating shared foundations (Schmitz, 2005). However, not all people that experiment with illicit drugs will become addicted. Vulnerability is influenced by genetics, age, stress, mental health, social status and environmental factors (Volkow & Li, 2004). Addiction and motivational toxicity can be overcome with time, support, understanding and multi-modal treatment strategies (Hyman, 2007). Combining pharmacological, behavioural, cognitive and adjunctive therapies enhances recovery by targeting multiple levels of neural dysfunction, cognitive control and mental and physical health and well-being (Handley, 2009). Like other chronic conditions, drug addiction has known risk factors, a typical course and outcome, equivalent relapse and recovery rates, physiological underpinnings and a genetic influence. Treating drug addiction as a disease reduces the associated stigma, shame and moral devaluation, and offers families and individuals hope and understanding for recovery (Volkow & Li, 2004). {{RoundBoxTop}} {Hide in print| <div style="text-align:center;"> ;The Serenity Prayer God grant me the serenity To accept the things I cannot change,<br> Courage to change the things I can, <br>And wisdom to know the difference. </div>{{RoundBoxBottom}} }} == Glossary == '''Addiction''' - Chronic brain disease characterised by compulsive behaviour and poor inhibition. *'''Amygdala''' - Fear conditioning area of the limbic system. *'''Anterior cingulate''' - Performance monitoring and behaviour control. *'''Appetitive motivation''' - Drive that directs us towards pleasurable events. *'''Aversive motivation''' - Drive that steers us away from aversive events. *'''Drapetomania''' - Nineteenth century mental disorder that caused slaves to flee captivity, now considered a pseudoscience. *'''Dopamine''' - Neurotransmitter critical to mood, reward, motivation and learning *'''Dopaminergic receptor''' - Five subtypes of D1 and D2 receptors take up dopamine at the synapse. *'''Dorsolateral prefrontal cortex''' - Working memory. *'''Frontal lobe''' - Executive functions. *'''Hippocampus''' - Memory, implicated in Alzheimers disease. *'''Homeostasis''' - The optimal, stable, internal condition. *'''Liking''' - Pleasurable feeling in response to attaining a desired reward. *'''Long term potentiation''' - A long lasting increase in synaptic transmission. *'''Motivational toxicity''' - Strong, maladaptive drive to procure drugs in addiction. *'''Nucleus accumbens''' - Pleasure centre and motivational saliency. *'''Opponent processes''' - Concept of paired processes in biological systems, b-process counter-balances a-process to maintain homeostasis. *'''Orbitofrontal cortex''' - Compares alternatives to determine behaviour. *'''Pleasure pathways''' - Tracts of dopamine axons that innervate reward system structures. *'''Prefrontal cortex''' - Conscious goals and decision making. *'''Reward deficiency syndrome''' - Reduced amount of dopamine and D2 dopamine receptors in the reward circuits. *'''Reward system''' - motivational brain system that guides behaviours. *'''Saliency''' - Stands out in comparison to alternatives, grabs our attention. *'''Synapse''' - Tiny junction where messages pass between neurons. *'''Synaptic plasticity''' - Ability of a synapse to change in strength. *'''Ventral tegmental area''' - Start of the pleasure pathways, processes reward-driven behaviours. *'''Wanting''' - Motivational drive to procur a desired reward. {{Hide in print| ==See also== * [[../Addiction/]] (Textbook chapter) * [[../Gambling/]] (Textbook chapter) }} == References == <div style="padding-left: 2em; text-indent: -2em"> Adinoff, B. (2004). Neurobiologic processes in drug reward and addiction. ''Harvard Review of Psychiatry, 12,'' 305-317. doi:10.1080/10673220490910844 Ahmed, S. H., & Koob, G. F. (2005). Transition to drug addiction: A negative reinforcement model based on allostatic decrease in reward function. ''Psychopharmacology, 180'', 473-490. doi:10.1007/s00213-005-2180-z Bakalar, J. B. (2004). The addicted brain. ''Harvard Mental Health Letter, 21,'' 1-4. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Esch, T., & Stefano, G. G. (2004). The neurobiology of pleasure, reward processes, addiction and their health implications. ''Neuroendocrinology Letters, 25,'' 235-251. Foddy, B., & Savulescu, J. (2007). Addiction is not an affliction: addictive desires are merely pleasure-oriented desires. ''The American Journal of Bioethics, 7'', 29-32. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Fortuna, J. L., & Smelson, D. A. (2008). The phenomenon of drug craving. ''Journal of Psychoactive Drugs, 40,'' 255-261. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Gardini, S., Caffarra, P., & Venneri, A. (2009). Decreased drug-cue-induced attentional bias in individuals with treated and untreated drug dependence. ''Acta Neuropsychiatrica, 21'', 179-185. doi:10.1111/j.1601-5215.2009.00389.x Handley, A. (2009). Straight to the point. ''Nursing Standard, 23'', 23-24. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Hyman, S. E. (2007). The neurobiology of addiction: Implications for voluntary control of behaviour. ''The American Journal of Bioethics, 7'', 8-11. doi:10.1080/15265160601063969 Kauer, J. A., & Malenka, R. C. (2007) Synaptic plasticity and addiction. ''Nature Reviews Neuroscience, 8'', 844-858. doi:10.1038/nrn2234 Koob, G. F., & Le Moal, M. (2005). Plasticity of reward neurocircuitry and the dark side of drug addiction. ''Nature Neuroscience, 8'', 1442-1444. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Monti, P. M. (2007). Mindfulness meditation promising as SUD treatment. ''The Brown University Digest of Addiction Theory and Application,'' 2-3. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Niehaus, J. L., Cruz-Bermudez, N. D., & Kauer, J. A. (2009). Plasticity of addiction: A mesolimbic dopamine short-circuit? ''The American Journal on Addictions, 18'', 259-271. doi:10.1080/10550490902925946 Robinson, T. E., & Berridge, K. C. (2003). Addiction. ''Annual Review of Psychology, 54'', 25-53. doi:10.1146/annurev.psych.54.101601.145237 Schmitz, J. M. (2005). The interface between impulse-control disorders and addictions: Are pleasure pathway responses shared neurobiological substrates. ''Sexual Addiction & Compulsivity, 12'', 149-168. doi:10.1080/10720160500203641 Volkow, N. D., Fowler, J. S., Wang, G. J., & Swanson, J. M. (2004). Dopamine in drug abuse and addiction: results from imaging studies and treatment implications. ''Molecular Psychiatry, 9'', 557-569. doi:10.1038/sj.mp.4001507 Volkow, N. D., Fowler, J. S., & Wang, G. (2003). The addicted human brain: insights from imaging studies. ''The Journal of Clinical Investigation, 111'', 1444-1452. doi:10.1172/JCI200318533 Volkow, N. D., & Li, T. (2004). Drug addiction: the neurobiology of behaviour gone awry. ''Nature Reviews, 5'', 963-971. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Yucel, M., & Lubman, D. I. (2007). Neurocognitive and neuroimaging evidence of behavioural dysregulation in human drug addiction: implications for diagnosis, treatment and prevention. ''Drug and Alcohol Review, 26'', 33-39. doi:10.1080/09595230601036978 Zhang, J., Berridge, K. C., Tindell, A. J., Smith, K. S., & Aldridge, J. W. (2009). A neural computational model of incentive salience. ''Computational Biology, 5'', 1-13. doi:10.1371/journal.pcbi.1000437 </div> {{Hide in print| == External links == * Alcoholics Anonymous Australia - http://www.aa.org.au/ * Alcohol and Drug Foundation ACT - http://www.adfact.org/index.htm * Centre for Addiction and Mental Health (CAMH) - http://www.camh.net/ * Directions ACT - http://www.directionsact.com/ * Narconon Australia - http://www.getoffdrugs.com.au/Addiction2.htm * National Institute on Alcohol Abuse and Alcoholism (NIAAA) - http://www.niaaa.nih.gov/ * Salvation Army - http://www.salvos.org.au/need-help/drugs-and-alcohol/ * The Sober Recovery Community - http://www.soberrecovery.com/forums/ * Wildmind Buddhist Meditation - http://www.wildmind.org/ }} [[Category:Motivation and emotion/Book/Addiction]] snwekqdqd402d35oriwgtrwin6dowie 2814727 2814726 2026-06-09T00:25:48Z Jtneill 10242 Jtneill moved page [[Motivation and emotion/Textbook/Motivation/Motivational toxicity]] to [[Motivation and emotion/Book/2010/Motivational toxicity]] 2814726 wikitext text/x-wiki {{title|Motivational toxicity}} __TOC__ {{MECR|http://screenr.com/0Yk}} ==Overview== [[File:Efimero.jpg|260px|thumb|right|Cocaine is a highly addictive illicit substance]][[w:Pleasure|Pleasure]] is the subjective interpretation of the feelings of [[w:Happiness|happiness]] and sense of satisfaction that is derived from an enjoyable event or stimulus (Adinoff, 2004). Pleasurable feelings are the brain’s way of rewarding particular behaviours and are experienced as the feeling of contentment after a good meal, the refreshing sensation of cold water easing a parched throat or the orgasmic rush of a sexual encounter (Foddy & Savulescu, 2007). Pleasurable experiences are beneficial in a variety of ways. Pleasures often promote survival and reproductive behaviour, and some also reduce [[w:Stress|stress]], stimulate [[w:Personal growth|personal growth]] and promote [[w:Health|health]] and [[w:Well being|well-being]] (Esch & Stefano, 2004). But pleasure-seeking can get out of control. [[../Addiction/|Addiction]] and motivational toxicity can be the negative outcomes of pleasure-seeking gone terribly wrong (Hyman, 2007). What makes an addict capable of lying, stealing and cheating to get their hands on a drug? How can they take advantage of other people and cause such pain and destruction to their families? Why do they apologise and promise to stay sober only to quickly get drunk again? Are addicts morally weak individuals who choose their drug over everything else, or are they sufferers of a chronic disease that robs them of their self-control? This chapter will explore the neurobiological structures and processes that underlie [[w:Substance addiction|substance addictions]] and the associated drug-obsessed thoughts and compulsive, destructive behaviours. Addictions come in many forms and involve a variety of brain regions and [[w:Neurotransmitters|neurotransmitters]]. Merely touching on research in all these areas would fill many books, therefore this chapter will focus mainly on drug and alcohol addiction and the role of the neurotransmitter [[w:Dopamine|dopamine]] in the brain’s [[w:Reward system|reward system]]. == Motivation, addiction and motivational toxicity == [[File:Alcohol desgracia.jpg|thumb|250px|right|Alcoholism is a family disease. It affects not only the drinker but those who care about him or her as well.]] '''[[Motivation]]''' is a collection of fundamental brain processes that underlie the two basic behavioural drives – pleasure and pain. ''Appetitive motivation'' directs us to pursue particular pleasant rewards while ''aversive motivation'' steers us away from potentially negative or dangerous situations. Ultimately, motivation is what directs our attention and triggers the initiation, persistence and intensity of our daily behaviours, which create our experiences, that collectively become our lives (Esch & Stefano, 2004). '''[[w:Addiction|Drug addiction]]''' is a chronic disorder characterised by compulsive drug-seeking behaviours despite obvious negative health and social consequences and regardless of whether or not the drug provides pleasure (Niehaus, Cruz-Bermudez & Kauer, 2009). [[w:Withdrawal|Withdrawal]] avoidance has long been considered the primary motive underlying drug addiction, suggesting that drug-seeking behaviours are a series of voluntary, planned actions that require flexible adaptability to changing conditions (Hyman, 2007). However, many experts now consider addiction to be a brain disease resulting from long-lasting neural changes and involving a complex interaction of biological and environmental factors (Volkow, Fowler & Want, 2003). Modern research identifies a reduced capacity for voluntary behavioural control due to the effects of long-term substance abuse on neural circuits (Bakalar, 2004). '''Motivational toxicity''' refers to the powerful drug-obsessed drive that takes control of a drug addict’s thoughts and behaviours at the expense of all other things. The toxic motivation of chronic, long-term drug abuse steals behavioural control away from the brain’s natural reward system and commandeers the associated cognitions into the endless pursuit for drug use (Esch & Stefano, 2004). Motivational toxicity is the combination of the over-valuing of the abused drug, reduced sensitivity to [[w:Natural rewards|natural rewards]], impaired inhibitory control and disrupted cognitive functioning (Volkow et al., 2004). == The reward system and the pleasure pathways == In 1954, Olds and Milner famously enabled rats to electrically self-stimulate certain parts of their brains. Their research revealed particular areas in the brain that the rats persistently self-stimulated to the exclusion of all other behaviours. These areas are now known as the brain’s pleasure centres (Adinoff, 2004). Olds and Milner’s technique has been refined over the years and is now known as [[w:Intracranial self stimulation|intracranial self stimulation]]. It has been widely used to identify the neurobiological reward pathways and structures (Schmitz, 2005). {{Hide in print| [[File:Dog with rawhide chew toy.jpg|250px|thumb|left|"Oh man, this is my kind of reward!"]]}} [[File:Chocolate Cupcakes with Raspberry Buttercream detail.jpg|250px|thumb|left|A delicious "natural" (non-drug) reward]] The reward system is a complex structure of neuronal circuits in the [[w:Central nervous system|central nervous system]] that are intricately connected with the [[w:Limbic system|limbic system]] and the [[w:Frontal cortex|frontal cortex]] to guide and govern behaviour (Esch & Stefano, 2004). [[w:Human evolution|Evolution]] has refined this system into complex biological mechanisms that promote goal-seeking by enabling us to create internal mental images of our desired rewards, assign them a value for comparison against other alternatives, learn automatic sequences of goal-attaining behaviours, suppress competing distractions and inhibit disruptive impulses (Hyman, 2007). These neural processes prioritise our needs and desires into a motivational hierarchy designed to promote survival, health and well-being (Esch & Stefano, 2004). The basic premise of the reward system lies in the principles of [[w:Operant conditioning|operant conditioning]]. Rewards are the tools that control our motivation and guide our behaviour, when our actions are pleasantly rewarded they are more likely to be repeated (Schmitz, 2005). Getting the reward reinforces, strengthens and improves the efficiency of the behaviour (Hyman, 2007). Pleasure and addiction may be two sides of a coin but they follow the same neural route - the pleasure pathways. As will be discussed below, these pathways are the [[w:Mesolimbic dopamine pathway|mesolimbic dopamine]] tracts which are made up of the projected axons from dopamine neurons situated in the [[w:Ventral tegmental area|ventral tegmental area]] of the [[w:Midbrain|midbrain]] (Esch & Stefano, 2004). ===== Natural reinforcers ===== Natural rewards are the pleasant feelings of enjoyment and arousal that are experienced in relation to behaviours or stimuli that promote survival, health and well-being (Adinoff, 2004). These reinforcers are controlled by biological feedback mechanisms to help regulate the motivational hierarchy. For example, we eat when we are hungry and we stop eating when we feel full (Esch & Stefano, 2004). These reinforcers are prioritised by their fluctuating value and [[w: Saliency|saliency]] in order to maintain an optimal level of [[w:Homeostasis|homeostasis]] (Volkow, Fowlwer & Want, 2003). Rewards trigger the release of the neurotransmitter dopamine in the brain resulting in the feeling of pleasure and promoting learning and memory (Hyman, 2007). ===== Drug rewards ===== Natural and drug rewards act at the same brain sites and both trigger the release of dopamine. Chemical substances however, directly and strongly stimulate the CNS without any controlling mechanism to keep them in check (Bakalar, 2004). This direct and unregulated activation of the CNS earns the drug a fixed and super-potent reward value which contrasts with the fluctuating relative value of natural rewards (Esch & Stefano, 2004). Chronic drug use also results in phasic dopamine levels, a faster, more intense release followed by a rapid decrease, which strengthens the motivational properties of the drug well beyond that of natural rewards (Volkow & Li, 2004). Drug-induced dopamine bursts also enhance [[w:Conditioned learning|conditioned learning]], supporting the growing connections between drug use and drug-predicting internal and environmental cues (Volkow, Fowler & Want, 2003). ===== Drug use vs. drug addiction ===== What are the differences between drug use and drug addiction? Researchers have compared laboratory rats with differential access to cocaine self-administration to explore this question. As expected, their findings indicate that addicted rats self-administer higher levels of cocaine than non-addicted rats. Additionally, when the cocaine is taken away, addicted rats are more motivated to get their dose, take increased risks in the process, persist longer with drug-seeking behaviours and have a higher prevalence of relapse (Ahmed & Koob, 2005). == Drug effects == [[File:Neurons big1.jpg|450px|thumb|Neurons are made up of a cell body, axons and dendrites. The synapse is a small junction where chemical messengers pass from the axon of a pre-synaptic neuron to receptors on a post-synaptic neuron.]] Long-term use of [[w:Alcohol|alcohol]], [[w:Cannabis|cannabis]], [[w:Opiates|opiates]] and [[w:Psychostimulants|psychostimulants]] have all been associated with neuronal injury, dysfunction and loss of brain volume (Yucel & Lubman, 2007). The maladaptive neuronal changes incurred by substances of abuse correlate with the dysfunctional behaviours of addiction (Niehaus, Cruz-Bermudez & Kauer, 2009). These substances disrupt brain function and cause physical changes that redirect the neural circuits involved in planning, decision making, inhibitory control and attention to compulsively respond to drug related stimuli, creating an incredibly strong motivational drive (motivational toxicity) to seek and use drugs even when they no longer provide pleasure (Adinoff, 2004). ===== Neural sensitisation ===== The drugs' ability to directly and intensely stimulate the CNS results in the assignment of a super-potent reward value that far outranks the value of natural reinforcers, reducing the ability of other stimuli to compete for the addicts attention (Bakalar, 2004). This is the concept of [[w:Sensitization|neural sensitisation]] which results in the excessive ''wanting'' of the drug, the motivation to get the drug as opposed to ''liking'' the effect it produces (Robinson & Berridge, 2003). It is important to note the difference between ''liking'' and ''wanting'', as wanting can occur without liking. '''Liking''' refers to the pleasurable feelings experienced when a desired reward has been procured. '''Wanting''' refers to the motivational salience that makes the reward desirable, wanting transforms a reinforcer from a sensory representation into a desired reward capable of capturing attention and motivating behaviour (Zhang et al., 2009). ===== Conditioned learning ===== Addicts also demonstrate an attentional bias towards drug-related stimuli. Drug-cues activate memories, sensations and emotions generating responses strong enough to induce cravings and relapse (Gardini, Caffarra & Venneri, 2009). Over-learning of drug-stimuli associations is due to the enhanced activation of the memory and learning circuits from drug-induced dopamine surges. This strengthened learning supports the development of behaviour sequences that are automatically elicited by drug-stimuli, further increasing the motivational salience of the drug, and links affective states to drug-use to form future drug effect expectations (Volkow, Fowler & Wang, 2003). Conditioned learning is an important aspect of addiction, however problems arise with the ability to activate the neural motivational systems, as learning by itself does not generate compulsive behaviours. Robinson and Berridge (2003) suggest that the abnormalities of addiction do not lie in the conditioned learning itself, but in the response of the brain's motivational systems to the conditioned drug cues. {{Hide in print| == Test yourself == <quiz display=simple> {Motivational toxicity is the drive behind addiction behaviours. |type="()"} + TRUE. - FALSE. {Drug rewards have the same motivational salience as natural rewards. |type="()"} - TRUE. + FALSE. </quiz> }} == Brain structures and functions == Modern [[w:FRMI|fMRI]] research has revealed that drug use and associated cravings activate a complex pattern of interconnected brain areas that receive direct innervations from dopamine neurons. These areas include the ventral tegmental area of the midbrain, the [[w:Nucleus accumbens|nucleus accumbens]], [[w:Orbitofrontal cortex|orbitofrontal cortex]], [[w:Anterior cingulate|anterior cingulate]], [[w:Prefrontal cortex|prefrontal cortex]], [[w:Amygdala|amygdala]] and [[w:Hippocampus|hippocampus]]. These regions, and their involvement in rewards, motivation, memory, learning and cognitive control, mediate our everyday behavioural choices by formulating comparisons, expectations and associations (Volkow, Fowler & Want, 2003). Modern researchers hypothesise that drugs of abuse may create an 'addiction signal' that begins in the ventral tegmental area and is passed along to the nucleus accumbens and other areas of the frontal cortex and limbic system by mechanisms similar to [[w:Long term potentiation|long term potentiation]] (LTP) or depression (LTD). We will explore LTP and LTD in the next section (Niehaus, Cruz-Bermudez & Kauer, 2009). <!-- Check out this [http://www.youtube.com/watch?v=jneJUgo_tFQ| youtube clip] on addiction and the reward system. --> == Neural structures of the reward system == {| class="wikitable" |- | '''Ventral tegmental area''' || The pleasure pathways start here in the midbrain. This is the home of dopamine neurons whose projected axons create the mesolimbic system that innervates and interconnects other regions. Natural and drug rewards stimulate the VTA to start the cycle of dopamine release. Reward-driven behaviours are processed to provide information for modifying future behaviours (Niehaus, Cruz-Bermudez & Kauer, 2009). |- | '''Frontal and prefrontal cortex''' || The large frontal lobes consist of many specialised sections with specific roles. Overall, the frontal cortex coordinates and processes the information that determines appropriate behaviour (Esch & Stefano, 2004). The prefrontal cortex houses our conscious goals, is involved in decision making, inhibitory control and reward values (Volkow, Fowler & Wang, 2003). |- | '''Nucleus accumbens''' || The primary region for the pleasurable experience of rewards, or the sensation of liking. Here, the motivational saliency (how important something is compared to other things) of an expected reward is calculated in relation to the current situation and previous experiences (Volkow, Fowler & Wang, 2003). This area plays a critical role in priming future drug use and is involved in the higher order sensory and motor processes that initiate goal-directed behaviours, regardless of the type of reinforcer (Adinoff, 2004). |- | '''Orbitofrontal cortex''' || A major component of the reward system, the OFC houses several functions that if disrupted produce addiction behaviours. Reward values are compared to alternative options, taking into consideration recent experiences and internal needs. Appropriate courses of action are determined for unpredictable situations or when there is limited information available. The OFC also assesses the relevance and value of behavioural options, the familiarity of situations and outcome expectancies and provides behavioural stop signals (Adinoff, 2004). A critical area for drive and motivation, conditioned responses, learning stimulus-reinforcement associations, inhibiting emotional responses, compulsive behaviours, [[w:Perseveration|perseveration]] and protecting reward-association behaviours from extinction (Volkow et al., 2004). Disrupting the OFC can lead to impulsivity, decision making and [[w:Obsessive compulsive disorder|obsessive-compulsive disorders]] (Adinoff, 2004). |- | '''Anterior cingulate''' || Inhibitory control over behaviour, performance monitoring, consideration of available choices, error detection, prediction of potential conflicts between intended actions and their outcomes (Yucel & Lubman, 2007). Also responsible for emotional self-control, focused problem solving and the ability to adapt to changing conditions under the influence of current motivation and mood (Adinoff, 2004). Disrupting this region impairs ability to detect errors in behaviour reducing capacity to control actions in the face of negative outcomes (Yucel & Lubman, 2007). Also associated with emotion and attention disorders (Adinoff, 2004). |- | '''Amygdala''' || Consolidates memories of emotionally arousing events, assesses whether events are pleasant or unpleasant, and subsequently whether they should be repeated or avoided. Assigns reward values to stimuli and is involved in fear conditioning in new situations (Adinoff, 2004). |- | '''Hippocampus''' || Formation of new memories of personal experiences ([[w:Episodic memory|episodic memory]]) and learning new factual information. Damage to the hippocampus can result in amnesia and is implicated in [[w:Alzheimer's disease|Alzheimer's disease]] (Adinoff, 2004). |- | '''Dorsolateral prefrontal cortex''' || Home of our [[w:Working memory|working memory]], conscious management of chunks of current information enables us to sequence events, and plan and select goals (Adinoff, 2004). |} == Dopamine and the pleasure pathways == Neurotransmitters are chemical messengers released from one neuron, across the synapse (the tiny gap between cells) to be taken up by receptors on other neurons (Volkow et al., 2004). The activation of the [[w:Mesolimbic pathway|mesolimbic pathways]] releases dopamine into the synapses, producing feelings of pleasure and enabling the determination and recording of motivational saliency (reward value) for the particular reinforcer (Adinoff, 2004). Dopamine is naturally released at a slow, steady rate to consistently regulate mood and drive motivation (Esch & Stefano, 2004). Unexpected, new or better than anticipated experiences trigger the release of dopamine to enhance motivation encoding, new learning, information processing, reward prediction and reinforcement. Addictive drugs trigger a flood of dopamine release that creates the euphoric sensation of a drug high and strongly facilitates drug learning (Volkow et al., 2004). Drug-induced higher levels of stimulation are adapted to by the resetting of reward values that further enhance the value of the drug and decrease sensitivity to natural reinforcers. Simultaneously the over-activated motivational and memory circuits start to take over from the frontal cortex, reducing inhibition functions and creating a positive feedback loop that results in compulsive drug-taking (Volkow, Fowler & Wang, 2003). The phasic dopamine levels induced by drugs eventually result in chronically reduced levels of dopamine and [[w:Dopamine receptors|dopamine receptors]] in the mesolimbic system and reward circuitry, this renders the addict hyper-sensitive to the substance and strengthens the motivation to get and use the drug (Bakalar, 2004). [[File:Dopamine Pathways.png|400px|left|thumb|The dopamine pathways originate in the midbrain and spread out to innervate the striatum, hippocampus, amygdala (not shown), nucleus accumbens and frontal cortex]] ===== Dopamine receptors and reward deficiency syndrome ===== There are two main families and five sub-types of dopaminergic receptors. D2 dopamine receptors are the ones most commonly associated with addiction (Adinoff, 2004). The amount of dopamine receptors that an individual has is influenced by both genetic and environmental factors. A person who has more receptors is likely to be less affected by drugs of abuse as there will be less dopamine free-floating at the synapse, this may offer a higher level of protection against addiction. Conversely, a person with less receptors may be predisposed to use drugs as a means of compensating for decreased reward circuit stimulation (Volkow et al, 2004). Reward deficiency syndrome (RDS) refers to chronically low levels of dopamine and dopamine D2 receptors, a common factor in a variety of addictive behaviours including drugs, [[w:Obesity|obesity]], [[w:Compulsive gambling|compulsive gambling]] and [[w:Sex addiction|sex addiction]]. RDS reduces the level of pleasure experienced from normal rewarding stimuli, such as a good book or friendly social interaction. Binging on addictive substances increases dopamine release and may be a form of self-medication to compensate for an under-active reward system. Unfortunately binges are quickly followed by the down-regulation of dopamine D2 receptors returning levels to their chronically low state and creating a vicious cycle of craving and compulsion (Fortuna & Smelson, 2008). ===== Synaptic plasticity and long term potentiation ===== Various drugs exert different effects, but all of them alter the strength of the synapses stimulating VTA dopamine neurons, suggesting that all addictive substances may alter brain reward circuitry through the same mechanisms early in addiction (Niehaus, Cruz-Bermudez & Kauer, 2009). [[w:Synaptic plasticity|Synaptic plasticity]] refers to the ability to alter the synaptic connections between neurons by a mechanism known as long term potentiation or depression (LTP or LTD), a long-lasting increase or decrease in synaptic transmission hypothesised to underlie information storage in the brain (Kauer & Malenka, 2007). After drug use, changes in synaptic plasticity are equivalent to changes in behaviours. More importantly, sometimes when the synaptic changes are reversed, some of the behavioural effects are reversed along with them. It is theorised that addictive drugs use LTP or LTD to alter dopamine synapses in the reward circuits. This either promotes or blocks plasticity of learning and memory circuits, hence influencing the over-learning and long-term storage of the reward-related memories involved in addiction (Niehaus, Cruz-Bermudez & Kauer, 2009). == Non-chemical addictions == [[File:Gambling chips.jpg|thumb|right|Gambling is an impulse-control disorder that can become an addiction]] Both substance-related and [[w:Impulse control disorders|impulse-control disorders]] can be considered addictions. Although there are notable differences between the various disorders many appear to share common pathways. [[../Gambling|Pathological gamblers]] in search of a particular state of arousal stimulate the same dopaminergic reward and pleasure pathways as drug addictions, and demonstrate similar forms of tolerance and dependence. Like chemical addictions, pathological gamblers demonstrate increased rates of comorbid [[w:Mood disorders|mood disorders]], [[w:Attention deficit hyperactivity disorder|attention deficit/hyperactivity disorder]], substance-related disorders, and [[w:Personality disorders|personality disorders]] (Schmitz, 2005). Binge-eating disorder, also known as [[w:Food addiction|food addiction]], is defined by a lack of control over eating larger than normal amounts of food. Research has suggested similar decreases in dopamine D2 receptors may lead food addicts to seek out tasty rewards. Also in line with drug addictions, research recently identified the nucleus accumbens as the main site for the sweet tooth, sparking suggestions that food binges are a form of addictive behaviour that increase levels of dopamine (Fortuna & Smelson, 2008). {{Hide in print| == Test yourself == <quiz display=simple> {Phasic dopamine eventually results in chronically decreased levels of dopamine. |type="()"} + TRUE. - FALSE. {Reversing changes to synaptic plasticity also reverses addiction. |type="()"} - TRUE. + FALSE. </quiz> }} == Vulnerability to addiction == [[File:Santiago Rusinol Before the Morphine.jpg|thumb|right|A woman addicted to morphine. Painting by Santiago Rusiño, last decade of the 19th century.]] Even with an extremely addictive drug like [[w:Cocaine|cocaine]], only about 15% of users will become addicted. So what makes those people vulnerable to addiction? Although genetics are estimated to account for 40 to 60% of addiction vulnerability, other well known influential factors include stress, mental illness, social status and environmental factors (Volkow & Li, 2004). Increased risk of substance abuse and addiction may also be related to a decreased sensitivity to natural rewards, genetic or stress related deficiencies in D2 dopamine receptors, reduced activity of dopamine circuits or increased sensitivity to drug-stimuli by learning or motivation circuits (Volkow, Fowler & Wang, 2003). Adolescents have a particularly high susceptibility to addiction as their developing brains will not reach full maturity until into their 30’s. Research consistently shows higher levels of disruption and increased addiction due to the vulnerability of teenage brains to the neurotoxic effects of drugs (Yucel & Lubman, 2007). == Opponent-process theories of drug addiction == Drug-induced over-activation of the reward system eventually results in chronically decreased responsivity. According to [[w:Opponent process theory|opponent-process theories]], this occurs due to an anti-reward system that counter-balances the natural reward system to maintain a narrow range for reward thresholds and an optimal level of homeostasis (Ahmed & Koob, 2005). The concept of opponent-processes is a common feature in biological systems but has not been as extensively researched in relation to addiction. Researchers suggest that the anti-reward process may manifest as withdrawal symptoms and involve [[w:Stress hormones|stress hormones]] such as corticotrophin releasing factor (CRF), [[w:Norepinephrine|norepinephrine]] and [[w:Dynorphin|dynorphin]] (Koob & Le Moal, 2005). The general concept of opponent-process theories is that an ''a''-process moves a biological system out of its normal range, closely followed by a slower ''b''-process designed to gradually reinstate stability. In relation to drug use, initial drug consumption may boost the reward system responsivity well outside of normal range, the closely following opposing ''b''-process works to stabilise the reward threshold resulting in the symptoms of withdrawal. During drug-binge use, the anti-reward ''b''-process may not have sufficient time to successfully return the system to normal before the next drug hit delivers another surge. By this unbalanced process the drug may eventually reset the reward threshold, producing tolerance and gradually increasing the required dosage strength (Ahmed & Koob, 2005). Robinson and Berridge (2003) identify limitations of the opponent-process theories. They note that often the symptoms of withdrawal are simply not potent enough to motivate drug-seeking behaviours. Additionally, withdrawal symptoms generally peak within a few days and then taper off, hence the short-term nature of withdrawal is an insufficient explanation for the long term potential to relapse. == Addiction as a form of pleasure-seeking == Some researchers disagree with the chronic-disease model of addiction. Foddy and Savulescu (2007) suggest that addiction is neither a brain disease nor a moral condition but an unusually strong, socially unacceptable pleasure-seeking preference that has been labelled a disease in order to allow the medical treatment of behaviours that challenge [[w:Social norms|social norms]]. Foddy and Savulescu compare drug addiction to the nineteenth century disorder of [[w:Drapetomania|drapetomania]], which caused slaves to run away from their masters, and people to mountain climb, suggesting that research is devoted to drug addiction over mountain climbing due to the sociopolitical context of the twenty-first century. Opiate-addicted returning Vietnam soldiers are offered as evidence that many addicts simply stop using or mature out of their addiction. Hence, in the view of Foddy and Savulescu, addiction is nothing more than a strong drive to experience pleasure. == Reversing motivational toxicity == Despite the increased value of drugs, the stronger and well-learned drug cues and the damaged neural control mechanisms, addictions can be overcome. Recovery requires a drug-free environment, strong support system, and the understanding that multiple relapses are likely and should be accepted as a temporary setback rather than a personal failure (Hyman, 2007). Effective treatments need to adopt multi-modal methods combining pharmacological, cognitive and behavioural therapies targeted at decreasing drug reward values, increasing natural reward values, weakening learned drug responses, extinguishing drug-cue associations and differential reinforcement of other behaviours (Volkow, Fowler & Wang, 2003). There are two main pharmacological interventions used when treating addictions. The first type of medications interfere with the reinforcing effects of the drug by triggering aversive responses or interfering with their binding, the drug-induced dopamine increase, the postsynaptic response, or the drug's ability to reach the brain. The second type compensate for the long-term adaptations of addiction by decreasing the drugs motivational value, enhancing the motivational saliency of natural rewards, or interfering with conditioned responses, stress and withdrawal symptoms (Volkow & Li, 2004). [[File:Sand Garden at Tofukuji Temple.jpg|300px|left|thumb|Meditation promotes mindfulness - remaining in the present moment, watching your thoughts without reaction or judgement.]] Alternative and adjunctive treatments may help reduce symptoms and support pharmacological and behavioural therapies. Sensory stimulation, for instance music, may influence the limbic and reward pathways involved in feelings of pleasure and happiness, thus helping to reduce [[w:Anxiety|anxiety]], [[w:Depression|depression]] and stress (Esch & Stefano, 2004). Auricular acupuncture stimulates branches of the cranial nerves that affect the limbic system, resulting in the production of the calming neurotransmitter [[w:Serotonin|serotonin]]. Research demonstrates this may help improve sleep, confidence, concentration, energy and physical and psychological well being, and reduce anxiety, cravings and stress (Handley, 2009). The Buddhist mindfulness practice of [[w:Vipassana meditation|Vipassana meditation]] teaches objective, self-observation without reaction. Research by the University of Washington found Vipassana mediation to be a low-cost adjunctive treatment that helps to reduce substance use and associated psychiatric symptoms, and increase [[w:Optimism|optimism]] and substance-use related [[w:Locus of control|locus of control]] (Monti, 2007). Designing effective preventative methods requires early onset drug use research, increasing adolescent education and early identification of comorbid conditions and characteristic behavioural problems such as impulsivity and emotional dysregulation (Yucel & Lubman, 2007). == Questions to make you think == #Can you define motivational toxicity? #What is the difference between appetitive and aversive motivation? #Do you consider addiction a disease? Why or why not? #Can you describe the reward system? #How is liking different to wanting? #What processes does dopamine facilitate? #Can you define synaptic plasticity and long term potentiation? #What methods would you use to treat an addiction? == Summary == Motivational toxicity is the potent maladaptive drive that directs an addict to acquire and use their drug (Esch & Stefano, 2004). Compulsive addiction behaviours are the direct result of neural damage that is caused by substances of abuse (Adinoff, 2004). Addictive drugs directly and intensely stimulate the brain reward system and dopaminergic pathways causing physical damage and disruption to learning, memory, motivation, reward and cognitive control circuits (Bakalar, 2004). The reward system is a collection of neural structures originating in the midbrain and incorporating the frontal lobes and limbic system,. The system is innervated and interconnected by the mesolimbic dopamine pathway (Volkow, Fowler & Wang, 2003). Stimulating the dopaminergic neurons triggers dopamine release which produces feelings of pleasure, codes motivational saliency and enhances learning (Volkow & Li, 2004). Continuous drug stimulation of the pleasure pathways incurs phasic bursts of dopamine that lead to neuronal damage and eventually result in chronically reduced levels of dopamine and dopaminergic receptors (Fortuna & Smelson, 2008). Neural sensitisation, synaptic plasticity and long-term potentiation are suggested mechanisms for drug-induced neural disruption (Kauer & Malenka, 2007). Addiction theories have moved away from being predominantly withdrawal-avoidance based towards chronic disease and opponent-process models. Opponent-process theories suggest an anti-reward system attempts to counter-balance the drug effect and restabilise homeostasis after drug use (Ahmed & Koob, 2005). Not all researchers agree. Foddy and Savulescu (2007) claim that addiction is merely extreme pleasure-seeking using socially unacceptable behaviours. Common neural pathways, structures and processes have been identified in substance abuse disorders and impulse control disorders indicating shared foundations (Schmitz, 2005). However, not all people that experiment with illicit drugs will become addicted. Vulnerability is influenced by genetics, age, stress, mental health, social status and environmental factors (Volkow & Li, 2004). Addiction and motivational toxicity can be overcome with time, support, understanding and multi-modal treatment strategies (Hyman, 2007). Combining pharmacological, behavioural, cognitive and adjunctive therapies enhances recovery by targeting multiple levels of neural dysfunction, cognitive control and mental and physical health and well-being (Handley, 2009). Like other chronic conditions, drug addiction has known risk factors, a typical course and outcome, equivalent relapse and recovery rates, physiological underpinnings and a genetic influence. Treating drug addiction as a disease reduces the associated stigma, shame and moral devaluation, and offers families and individuals hope and understanding for recovery (Volkow & Li, 2004). {{RoundBoxTop}} {Hide in print| <div style="text-align:center;"> ;The Serenity Prayer God grant me the serenity To accept the things I cannot change,<br> Courage to change the things I can, <br>And wisdom to know the difference. </div>{{RoundBoxBottom}} }} == Glossary == '''Addiction''' - Chronic brain disease characterised by compulsive behaviour and poor inhibition. *'''Amygdala''' - Fear conditioning area of the limbic system. *'''Anterior cingulate''' - Performance monitoring and behaviour control. *'''Appetitive motivation''' - Drive that directs us towards pleasurable events. *'''Aversive motivation''' - Drive that steers us away from aversive events. *'''Drapetomania''' - Nineteenth century mental disorder that caused slaves to flee captivity, now considered a pseudoscience. *'''Dopamine''' - Neurotransmitter critical to mood, reward, motivation and learning *'''Dopaminergic receptor''' - Five subtypes of D1 and D2 receptors take up dopamine at the synapse. *'''Dorsolateral prefrontal cortex''' - Working memory. *'''Frontal lobe''' - Executive functions. *'''Hippocampus''' - Memory, implicated in Alzheimers disease. *'''Homeostasis''' - The optimal, stable, internal condition. *'''Liking''' - Pleasurable feeling in response to attaining a desired reward. *'''Long term potentiation''' - A long lasting increase in synaptic transmission. *'''Motivational toxicity''' - Strong, maladaptive drive to procure drugs in addiction. *'''Nucleus accumbens''' - Pleasure centre and motivational saliency. *'''Opponent processes''' - Concept of paired processes in biological systems, b-process counter-balances a-process to maintain homeostasis. *'''Orbitofrontal cortex''' - Compares alternatives to determine behaviour. *'''Pleasure pathways''' - Tracts of dopamine axons that innervate reward system structures. *'''Prefrontal cortex''' - Conscious goals and decision making. *'''Reward deficiency syndrome''' - Reduced amount of dopamine and D2 dopamine receptors in the reward circuits. *'''Reward system''' - motivational brain system that guides behaviours. *'''Saliency''' - Stands out in comparison to alternatives, grabs our attention. *'''Synapse''' - Tiny junction where messages pass between neurons. *'''Synaptic plasticity''' - Ability of a synapse to change in strength. *'''Ventral tegmental area''' - Start of the pleasure pathways, processes reward-driven behaviours. *'''Wanting''' - Motivational drive to procur a desired reward. {{Hide in print| ==See also== * [[../Addiction/]] (Textbook chapter) * [[../Gambling/]] (Textbook chapter) }} == References == <div style="padding-left: 2em; text-indent: -2em"> Adinoff, B. (2004). Neurobiologic processes in drug reward and addiction. ''Harvard Review of Psychiatry, 12,'' 305-317. doi:10.1080/10673220490910844 Ahmed, S. H., & Koob, G. F. (2005). Transition to drug addiction: A negative reinforcement model based on allostatic decrease in reward function. ''Psychopharmacology, 180'', 473-490. doi:10.1007/s00213-005-2180-z Bakalar, J. B. (2004). The addicted brain. ''Harvard Mental Health Letter, 21,'' 1-4. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Esch, T., & Stefano, G. G. (2004). The neurobiology of pleasure, reward processes, addiction and their health implications. ''Neuroendocrinology Letters, 25,'' 235-251. Foddy, B., & Savulescu, J. (2007). Addiction is not an affliction: addictive desires are merely pleasure-oriented desires. ''The American Journal of Bioethics, 7'', 29-32. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Fortuna, J. L., & Smelson, D. A. (2008). The phenomenon of drug craving. ''Journal of Psychoactive Drugs, 40,'' 255-261. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Gardini, S., Caffarra, P., & Venneri, A. (2009). Decreased drug-cue-induced attentional bias in individuals with treated and untreated drug dependence. ''Acta Neuropsychiatrica, 21'', 179-185. doi:10.1111/j.1601-5215.2009.00389.x Handley, A. (2009). Straight to the point. ''Nursing Standard, 23'', 23-24. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Hyman, S. E. (2007). The neurobiology of addiction: Implications for voluntary control of behaviour. ''The American Journal of Bioethics, 7'', 8-11. doi:10.1080/15265160601063969 Kauer, J. A., & Malenka, R. C. (2007) Synaptic plasticity and addiction. ''Nature Reviews Neuroscience, 8'', 844-858. doi:10.1038/nrn2234 Koob, G. F., & Le Moal, M. (2005). Plasticity of reward neurocircuitry and the dark side of drug addiction. ''Nature Neuroscience, 8'', 1442-1444. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Monti, P. M. (2007). Mindfulness meditation promising as SUD treatment. ''The Brown University Digest of Addiction Theory and Application,'' 2-3. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Niehaus, J. L., Cruz-Bermudez, N. D., & Kauer, J. A. (2009). Plasticity of addiction: A mesolimbic dopamine short-circuit? ''The American Journal on Addictions, 18'', 259-271. doi:10.1080/10550490902925946 Robinson, T. E., & Berridge, K. C. (2003). Addiction. ''Annual Review of Psychology, 54'', 25-53. doi:10.1146/annurev.psych.54.101601.145237 Schmitz, J. M. (2005). The interface between impulse-control disorders and addictions: Are pleasure pathway responses shared neurobiological substrates. ''Sexual Addiction & Compulsivity, 12'', 149-168. doi:10.1080/10720160500203641 Volkow, N. D., Fowler, J. S., Wang, G. J., & Swanson, J. M. (2004). Dopamine in drug abuse and addiction: results from imaging studies and treatment implications. ''Molecular Psychiatry, 9'', 557-569. doi:10.1038/sj.mp.4001507 Volkow, N. D., Fowler, J. S., & Wang, G. (2003). The addicted human brain: insights from imaging studies. ''The Journal of Clinical Investigation, 111'', 1444-1452. doi:10.1172/JCI200318533 Volkow, N. D., & Li, T. (2004). Drug addiction: the neurobiology of behaviour gone awry. ''Nature Reviews, 5'', 963-971. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au Yucel, M., & Lubman, D. I. (2007). Neurocognitive and neuroimaging evidence of behavioural dysregulation in human drug addiction: implications for diagnosis, treatment and prevention. ''Drug and Alcohol Review, 26'', 33-39. doi:10.1080/09595230601036978 Zhang, J., Berridge, K. C., Tindell, A. J., Smith, K. S., & Aldridge, J. W. (2009). A neural computational model of incentive salience. ''Computational Biology, 5'', 1-13. doi:10.1371/journal.pcbi.1000437 </div> {{Hide in print| == External links == * Alcoholics Anonymous Australia - http://www.aa.org.au/ * Alcohol and Drug Foundation ACT - http://www.adfact.org/index.htm * Centre for Addiction and Mental Health (CAMH) - http://www.camh.net/ * Directions ACT - http://www.directionsact.com/ * Narconon Australia - http://www.getoffdrugs.com.au/Addiction2.htm * National Institute on Alcohol Abuse and Alcoholism (NIAAA) - http://www.niaaa.nih.gov/ * Salvation Army - http://www.salvos.org.au/need-help/drugs-and-alcohol/ * The Sober Recovery Community - http://www.soberrecovery.com/forums/ * Wildmind Buddhist Meditation - http://www.wildmind.org/ }} [[Category:Motivation and emotion/Book/Addiction]] snwekqdqd402d35oriwgtrwin6dowie 2 99077 2814754 2193162 2026-06-09T04:02:03Z Jtneill 10242 2814754 wikitext text/x-wiki {{MEP2010}} [[File:Motivation & Emotion.png|thumb|500px|center|]] =E-Portfolio= __TOC__ ==About Me== [[File:Feet on scale.jpg|thumb|right|Dieting: How do you measure up?]] Hi. My name is Christie and my specific purpose within the Motivation and Emotion unit is to understand why motivation to achieve personal goals, such as sticking to a diet, frequently falls short under the onslaught of emotion or the influence of external stimuli. Why does one’s motivation to diet feel so strong and compelling one moment, only to become unimportant, or less salient, in the next moment? Are our drives so fleeting that we can not commit to a long term goal under short term pressure? These are the types of questions that I would like to explore in both my textbook chapter and my personal reflections over the course of this unit. I will attempt to uncover key processes or theories that aid in answering these questions through material in the textbook, lectures and my own personal experience. ==An Introduction== ===Tutorial 1=== In our first tutorial we answered the question: what is motivation and emotion? We were asked to break into groups and write down what we believed each of these terms meant. I defined motivation as ‘a direction of energy into action’ and emotion as ‘a short-lived psychological state’. The group extended on this definition by saying motivation was an internal drive directing behaviour; and emotion could be expressed both internally and externally, as a reaction to stimuli, through facial expressions or through a physiological response such as one’s heart rate. James also asked us to develop questions for our textbook chapter. I composed several: *Why does personal motivation so frequently fail? *How do dieter’s avoid self-sabotage? *What strategies are effective in aiding a dieter who feels helpless in exerting self-control in threatening situations? *How do you keep one’s motivation to diet salient or can you only be motivated to engage in one task at a time? *How can a person get thinner and stay thinner if their body is biologically programmed to rebound back up? The last question posed a particular problem for me, as I have read that the body will always remember its maximum weight. The more a person attempts to force their weight down, the more their system will be probe to rebound upward (Dukan, 2010, p. 111). How, then, does an individual stabilise at their desired weight or even begin to attempt to reach it? I hope that during the course of this unit I will find out. ===What is Motivation and Emotion?=== The textbook defines motivation as “an internal process that energises and directs behaviour” and emotion as “a short-lived physiological-functional-expressive phenomenon”. Motivation can be used to explain such questions as: who we are, what we want and why we want it. It can aid a person in reaching their potential and achieving the goals in life that are important to them. Emotions allow us to anticipate and adapt to events in our lives by organising and coordinating four interrelated aspects of experience: *Feelings: one’s verbal descriptions of an emotion *Physiological preparedness: one’s physical responses to an event *Function: one’s goals at any particular moment *Expression: one’s public communication of an emotional experience One interesting point made within the textbook was that in regards to motivation, self-esteem is a metaphorical cart and not the horse. This analogy suggests that self-esteem is not a causal variable of motivation but, rather, an effect - a reflection of how our lives are going at any particular moment. This is contradictory to what I had initially assumed, as I had believed self-esteem to directly affect one’s motivation to diet. For example, if an individual’s self-esteem was low, their self-control may falter, thus, increasing the likelihood of dietary failure. Instead, it appears that if an individual’s diet is failing, their self-esteem will reflect this failure and, subsequently, plummet. If self-esteem does not cause motivation to sour what, then, are the causal variables of motivation which lead an individual to give up their dieting goal or sabotage their own success? I hope to discover the answer to this question throughout the unit. Motivation can be expressed in a variety of ways: *Behaviour The intensity, quality and presence of motivation is expressed through eight features of behaviour: attention, effort, latency, persistence, choice, probability of response, facial expressions and bodily gestures. *Engagement ''Behavioural Engagement'': refers to the extent a person displays attention, effort and enduring persistence. For example, a motivated dieter will pay attention to what they are eating, make a conscious effort to avoid foods that will hinder their dieting goal and persist with their diet in the face of temptation. ''Emotional engagement'': refers to the extent a person displays interest or enjoyment in an activity as opposed to negative emotions such as anger or frustration. A dieter may, thus, become unmotivated if they are seeing few positive results from their efforts, resulting in higher levels of anger or frustration. ''Cognitive engagement'': refers to a person’s active self-regulation of an activity and the extent to which they use problem solving strategies. A dieter who has poor self-regulatory or problem solving skills may, thus, be easily swayed by tempting foods, as dieting requires constant monitoring of food intake and persistence in the face of temptation. ''Voice'': an expression of an individual’s needs, preferences and desires, as well as the extent to which they seek to change environmental circumstances in order to meet these. For example, if a friend suggests going out for dessert, an individual may propose grabbing a coffee instead. This change in circumstance allows the individual to continue adhering to their dieting goal. Motivation is a dynamic process that allows an individual to adapt to all of the inevitable, changing and unpredictable situations they encounter during their lives. Motivation must be recruited by anyone attempting to lose weight, as it is crucial to personal adaption and during situations requiring self-restraint. When motivation sours, personal adaption suffers and dieters may feel helpless in exerting control over their impulses. When sufficiently motivated, however, an individual’s dieting goal will become salient, dominating over their competing desires and exerting influence over their thoughts, emotions and behaviour. Type of motivation is crucial, as it influences the quality of experience and one’s ability to stick with a goal. An individual who possesses an autonomous motivation to diet will experience more favourable outcomes as this type of motivation is derived from a personal choice or interest in the behaviour. Those employing controlled motivation, however, will often diet unsuccessfully, as individuals focus on external conditions for engaging in this behaviour. Motivation cannot be separated from the social context in which it is embedded. Individuals attempting to diet must, therefore, develop strategies for adapting to different environmental demands. Motivational theories may be employed to cultivate mature defense mechanisms; promote a sense of optimism, encourage self-efficacy beliefs towards reaching one’s goal; improve mental and emotional wellbeing; as well as explain why mental control efforts so frequently backfire. ==Grand Theories of Motivation== ===Will=== Motivation was given its first grand theory by Descartes who proposed that the ultimate motivational force was the will. He believed this force controlled all action, exercising choice over one’s passions and needs. However this theory was eventually considered to be limited in scope. Psychologists soon suggested an individual’s ability to delay gratification and resist temptation resulted from their ability to create and implement strategies and plans, rather than calling on will power. ===Instinct=== Instincts arise from a physical substance known as genetics, leading individuals to act in a specific way. Much of behaviour is assumed to be prewired so that one may adapt to the demands of the environment. Instinct can be translated into goal directed behaviour through environmental stimuli. For example, if an individual is presented with tempting and calorie-rich food, they may begin to salivate. This inherited reflex would generate an impulse to act, driving a person to eat the food in front of them. This illustrates the constant struggle faced by dieters who attempt to override these biological urges in favour of their long term weight loss goals. ===Drive=== One theory which stood out as applicable to why dieting might fail was Hull’s drive theory. Drive was thought to arise from one’s physiology through a range of bodily disturbances, such as hunger, which energised a person to act. Drive could be predicted from antecedent environmental conditions. For example, if a dieter attempted to limit their calorie intake, a biological imbalance may occur, triggering hunger. This would act as an antecedent condition for drive. As hunger intensified, psychological discomfort would increase, motivating an individual to service this bodily need in order to restore homeostasis. Although drive energises behaviour, habit directs it. Habits are formed through previous learning experiences, which occur as a consequence of reinforcement. Old unhealthy habits may, thus, impinge on dieting success. For example, an individual may grab a chocolate bar as soon as they feel the desire to eat. This would create a spike in endorphin levels, in turn, positively reinforcing this behaviour. An individual would, thus, learn to associate chocolate with a reduction in hunger and a positive physiological experience. As motivation theories evolved, grand theories emphasising motivation as the source of arousing an individual from a passive to an active state, were soon dismissed and replaced by more contemporary theories of motivation. These theories recognised the inherently active and motivated nature of the individual. Motivation was seen as a constant, fluctuating force, which pushed and pulled an individual in different directions. Motivational states were also seen to occur at levels other than the biological. As such, scientists began to look into the cognitive, social and neurological influences impacting upon the individual. ==The Brain and Motivation== ===Hormones=== The brain is a powerful weapon against any dieter. Diet-induced food deprivation produces a potent counterforce in the form of a ghrelin spike. Ghrelin is a hormone produced in the stomach and circulated in the blood, stimulating the brain to eat. When dieting, the stomach and intestines detect a lack of nutrients and release this hormone into the bloodstream. As a result, ghrelin levels rise and the hypothalamus detects a message that nutrients are low and creates the psychological experience of hunger. Researchers developed a 3-month diet which was given to a group of adults and included a rigorous exercise program. Participants lost approximately 20 percent of their body weight and maintained the loss for three months following the diet. However, as researcher’s monitored participants’ levels of ghrelin over the course of the diet, they discovered that ghrelin levels continued to rise, becoming chronically high. As such, dieters’ lowest levels of ghrelin and, therefore, least hunger; equated to the highest levels of ghrelin found in non dieters. The body also produces a hunger-suppressing hormone called leptin, which is created and released by fat tissue. Through these two hormones, our bodies are able to regulate motivational states such as hunger and satiety in times of both food deprivation and weight loss (ghrelin rises, leptin falls); as well as overconsumption and weight gain (ghrelin falls, leptin rises). It appears that in order to lose weight, a dieter should not attempt to severely limit their calorie intake, as this will only encourage the body’s powerful counterforce. They should, instead, focus on eating the right foods, replacing unhealthy habits with healthier alternatives, thereby, maintaining a balanced state within the body. ===Cerebral Cortex=== [[File:Brainmaps-macaque-hippocampus.jpg|thumb|200px|left|The cerebral cortex depicted in dark violet]] The cerebral cortex has been associated with cognitive functions such as thinking, planning and remembering. It is intrinsically linked to producing and regulating motivation and emotional states such as setting a goal, valuing an activity, or forming intentions. For example, this area of the brain would be activated when forming an intention to diet. The prefrontal cortex houses a person’s conscious goals which routinely compete against one another. The two lobes of the prefrontal cortex then colour these goals with emotion. These emotions strongly influence which goals a person does or does not pursue. Thoughts that stimulate the right prefrontal cortex will produce negative and avoidance-orientated feelings, whereas thoughts that stimulate the left prefrontal cortex generate positive and approach-orientated feelings. For example, a dieter focusing on the months of hard work ahead will stimulate their right prefrontal cortex. This may result in procrastination tactics, as an individual attempts to avoid initiating the first steps towards their goal. Conversely, a dieter focusing on the end results of their efforts, such as those skinny jeans they’ll finally fit back into, would stimulate their left prefrontal cortex. These thoughts may produce approach tendencies, resulting in a greater commitment to diet. ===Dopamine Release and Incentives=== Events which signal reward or anticipate pleasure trigger dopamine release. This, in turn, generates positive feelings. For example, when you smell a hot apple pie baking in the oven, dopamine release occurs. However, it is not the eating of the pie that triggers dopamine release, rather the anticipation of a rewarding meal. This may explain why dieters sometimes experience more pleasure thinking about junk food than they do when actually eating it. However, if the meal is more enjoyable than expected, dopamine release continues. This experience acquires incentive motivational properties which are maintained until the experience becomes unenjoyable. For example, dopamine release would stop if an individual eats too much of the apple pie, resulting in feelings of guilt or sickness. Events which are biologically significant, such as hunger, motivate the person to prepare to take action and secure the environmental stimuli (i.e. through eating). If dopamine release didn’t occur, an individual would no longer perceive food as attractive and would not approach it. This may occur when an individual suffers from depression, as decreased dopamine levels lead individuals to experience a lack of pleasure in most, if not all, activities. ===Addictions, Liking and Wanting=== [[File:Chocolate02.jpg|thumb|right|Chocolate: an addictive substance?]] Repeated consumption of addictive substances produces hypersensitivity to dopamine stimulation, sensitising brain structures to a greater degree than naturally occurring rewards. This can result in a dopamine-induced neural hypersensitisation. Hypersensitisation may not only occur from substances such as cocaine, alcohol or nicotine, but from junk food as well. The addictive quality of junk food has been likened to heroin addiction, with one researcher proposing that the overconsumption of pleasurable foods triggers an addiction-like neuroadaptive response in the brain’s reward centres, driving the development of compulsive eating (Kenny, P; Greviskes, 2010). Wanting is a motivational state that occurs prior to receiving a reward, while liking occurs after the reward has been received. Although these two motivational states usually occur together, they comprise different brain mechanisms. Liking is essentially hedonic pleasure, providing an individual with information for comparing competing choices in behaviour. For example, a dieter may choose a healthy salad over pasta for lunch based on their personal preference for these foods. Wanting can, however, occur without liking, acting as only a partial reward without sensory pleasure. Some pharmaceutical companies have been able to take the dopamine-related pleasure out of some addictive substances, such as nicotine, effectively taking the ‘liking’ out of smoking. However, much of the ‘wanting’ still remains. For example, an individual may regularly consume chocolate and as such, no longer experience the same dopamine-induced high while eating it. Consumption is, thus, a product of 'wanting' or habit, rather than true enjoyment. ==Physiological Needs== Individual needs represent any condition essential for life, growth and wellbeing. Needs act to motivate an individual before damage can occur to their psychological or bodily wellbeing. These may be in the form of physiological needs which drive an individual to avoid tissue damage and maintain bodily resources such as hunger, thirst or sex. Psychological needs aid personal growth and adaption, providing an individual with a sense of autonomy, competence and relatedness. Social needs represent an internal and learnt drive to preserve one’s identity, beliefs, values and interpersonal relationships. All needs generate energy. Thus how one need differs from another is through its directional effects on behaviour. A hunger need differs, not in the amount of energy it generates, but in its ability to direct attention and action toward seeking out food. For example, if a dieter skips a meal, this will result in a deficiency in food. This deficiency creates hunger, a physiological need. A physiological need occurs from deficits within the tissue and bloodstream, as well as from water loss, nutrient deprivation, or physical injury. If this physiological need remains unmet for an extended period of time, biological deprivation can become so great that it dominates attention and generates psychological drive, a term used to depict psychological discomfort. Psychological discomfort is represented by emotions such as anxiety or pain, as the body believes itself to be encountering a potentially life-threatening situation. This psychological drive motivates the individual to service this unmet bodily need through eating. Negative feedback enables the eating behaviour to inhibit the drive once the body is satiated. This removes the underlying need and calms the psychological drive through a process called drive reduction. Following this process, the individual returns to a satiated state for a time, known as homeostasis, until this cyclical process begins again. It is critical to note, however, that it is not the antecedent of skipping a meal that causes the motivated behaviour of eating, but rather the intensity of one’s hunger drive. This process may also help explain why dieters frequently fall victim to binge eating when attempting to restrict their food intake. As a result of limited intake, the body might believe itself to be in a state of food deprivation and attempt to restore homeostasis by triggering an urgent drive for food. The individual would experience a state of intense psychological discomfort, motivating them to consume whatever food was at hand. This could potentially lead to overconsumption or ‘binge eating’. However, after engaging in this behaviour, the individual would no longer feel compelled to eat and thus begin to question whether their binge was truly a result of hunger, or simply a lapse in self-restraint. This would lead to feelings of guilt or shame, in which an individual would attempt to make up for their ‘failure’ by imposing harsher self-restrictions on their future dietary behaviour. Unfortunately, this very act would retrigger this cyclical process, thwarting their dieting attempts once again. Dieting can be further explained by one’s inherent biological processes, as hunger and eating involve a complex regulatory system of both short term daily processes operating under homeostatic regulation (glucostatic hypothesis) and long term processes functioning under metabolic regulation and stored energy (lipostatic hypothesis). These two theories are explored below. ===Glucostatic Hypothesis=== Short term hunger cues regulate an individuals eating behaviour. The glucostatic hypothesis argues that when blood-glucose drops, people feel hungry and want to eat, as cells require glucose to produce energy. As a result, when a cell has used its glucose to carry out its functions, a physiological need for glucose occurs. Glucose is monitored by the liver, which sends out an excitatory signal to the lateral hypothalamus, the brain center responsible for creating the psychological experience of hunger. This center contains specialised neurons that respond to both the sight and taste of food when an individual is somewhat hungry. However, if the lateral hypothalamus is over-stimulated, it may cause a person to overeat, potentially resulting in obesity. When the liver detects high glucose levels and bloating during eating, it stimulates the ventromedial hypothalamus, which acts as the appetite’s short-term negative feedback system. Appetite also rises and falls based on non-brain based cues. Peripheral bodily cues include the mouth, stomach distensions and body temperature. The main non-brain based hunger regulator is the stomach, which empties itself at approximately 210 calories per hour, an interesting fact for dieters who would like to expend more calories in a day than they consume. ===Lipo (fatty) static (equilibrium) hypothesis=== [[Image:Illu connective tissues 1.jpg|thumb|left|390px|Fat cells or [http://en.wikipedia.org/wiki/Fat_cells ''adipose tissue'']]] Fat cells, also termed 'adipose tissue', produce energy and are monitored by the body. According to the lipostatic hypothesis, when the mass of fat stored by the body drops below its homeostatic balance, fat cells secrete ghrelin into the bloodstream to motivate individuals to increase food consumption. Conversely, when the mass of fat stored rises above its level of homeostasis, fat cells release leptin into the bloodstream to encourage individuals to reduce their food intake. A by-product of this hypothesis is the set-point theory, which argues that each individual has a biologically determined body weight that is predetermined by genetics. Hunger and satiety depend on the size, rather than number, of fat cells within the individual and these can fluctuate over time. When fat cell size is reduced through dieting, hunger arises and persists until eating behaviour allows the fat cells to return to their natural set-point size. Physical activity and prolonged calorie restriction can counteract this effect, however, by decreasing the size of one’s fat stores. Additionally, eating behaviour may be either inhibited through self-regulatory motivation (e.g. goal setting or monitoring of one’s weight); or stimulated by environmental influences such as the time of day, stress, situational pressures, or the sight, availability, smell, appearance and taste of food. According to this hypothesis, dieting may be essentially ‘wishful shrinking’ and an essentially pointless exercise in self-restraint. This arouses a question for all dieters – how can anyone possibly attempt lose weight if their body is attempting to defend its genetic set-point every step of the way? Social norms provide one solution. One theory suggests that small groups develop and enforce social norms about what is appropriate behaviour. Deviation from these norms can result in interpersonal rejection or a reduction in popularity. Thus if eating well or maintaining a fit and healthy figure is an ideal behaviour for the group, group pressure can become an even more potent eating signal than one’s physiology. This may aid attempts in reaching one’s weight loss goals. In contrast, if group norms encourage dieting for the wrong reasons, such as a desire to be ‘celebrity thin’ rather than simply being healthy, individuals may internalise these group norms and develop eating disorders such as anorexia, bulimia or binge eating. ===Restraint-Release Situations=== Dieting can also interfere with an individual’s physiological regulation. Dieters attempt to bring eating behaviour under cognitive, rather than physiological, control. This often results in binge eating as the dieter becomes increasingly susceptible to ‘restraint-release’ situations or disinhibition. Studies have shown that dieters who were given high calorie foods were often prone to consuming more than non dieters and became increasingly vulnerable to binge eating. In my own experience I believe this may be largely due to a dieter’s preoccupation with all the things they believe they can’t consume. As a result, when given an opportunity to treat themselves, they may actually consume more than they really want or need. I have often found that when imposing strict conditions on my own eating behaviour, such as ‘I will only eat this’, rather than ‘I will try to be healthy and only eat when I’m hungry’, I become increasingly anxious and fixated on all things I feel I’m missing out on. The pressure quickly becomes too much and I begin questioning why I would put such a ridiculous restraint on myself in the first place. Before I realise it, I’ve eaten something I told myself I wasn’t allowed. My thoughts then move to all the other foods I wasn’t going to have. I think to myself ‘well I’ve already had something bad, might as well go nuts’. The next thing I know, I have given myself permission to start binge eating. This pattern of bingeing is known as ‘counterregulation’. Counterregulation describes dieters who eat very little while nibbling, yet eat quite a lot after a high calorie ‘preload’, one of the many conditions that unleash dieters’ bingeing behaviour. The comedian Janette Barber provides an accurate and humorous description of the type of behaviour displayed by binge eaters. She states ''“when I buy cookies I eat just four and throw the rest away. But first I spray them with raid so I won’t dig them out of the garbage later. Be careful, though, because that raid really doesn’t taste that bad”'' (Quote Garden, 2010). Other preconditions for binge eating include depression, as depressed dieters typically gain weight, while depressed non dieters typically lose weight. In my opinion, this is highly unfair, as the depressed dieter would eat as a means of comfort, only to feel guilty as a result. This, in turn, leads to a greater likelihood of binge eating and intensified feelings of depression. This phenomenon is also seen in anxious dieters, alcohol consumption and dieting, as well as conditions that threaten one’s ego, such as failure at an easy task or giving a speech. It appears that attempting to regulate one’s eating behaviour through cognitive, rather than physiological, control may often result in the very behaviour we are trying to avoid. Life can be a bitch for the ===Cognitive Regulation=== In situations where an individual believes their physiologically regulated weight no longer measures up to their social or cultural expectations, they will decide that it is time for their mind to take over the regulation of their body. However, as seen above in restraint-release situations, this can be a very difficult battle to win. In order to be successful, dieters must first become numb to internal cues of hunger and substitute conscious cognitive controls for unconscious physiological ones. One major problem with this method of attack, however, is that cognitive controls do not feature a negative feedback system. Dieters may, thus, become vulnerable to binge eating during events that interfere with cognitive inhibitions (e.g. anxiety, presence of others, alcohol). ==Types of Motivation== Dieting behaviour is autonomously motivated when individuals experience a sense of personal volition and choice when engaging in a behaviour. Conversely, behaviour is controlled when individuals believe themselves to be engaging in this behaviour due to external pressure or coercion. The relative degree of autonomy versus control can be viewed along a continuum of motivation, known as the 'perceived locus of causality'. This continuum is characterised by intrinsic motivation and identified regulation, two types of autonomous; as well as external regulation and introjected regulation, two types of controlled motivation (Ryan & Connell, 1989; Hagger et al., 2006). ===Autonomous Motivation=== ''Intrinsic motivation'': reflects motivation that is driven by an enjoyment in the behaviour itself. It arises from one’s psychological needs and innate strivings for growth. An individual may, therefore, engage in dieting behaviour for the challenge it presents or the pleasure derived by meeting one's need for competence. Intrisic motivation can also aid in creativity, heighten persistence, promote a higher quality of learning and provide optimal functioning and wellbeing. ''Identified regulation'': represents an extrinsic form of autonomous motivation that is driven by the pursuit of personally-valued goals. An individual may, therefore, be motivated to diet because of the importance they place in being a particular weight or size. Research suggests that those with high levels of autonomous motivation are likely to perceive their dieting goal as personally relevant and valuable (Sheldon, 2002; Hagger et al., 2006). Autonomous motivation has also been linked to perceived competence, with individuals feeling more confident in reaching their weight loss goal and engaging in future dieting behaviour in order to satisfy their need for competence. Evidence suggests that autonomous motivation leads to a greater tendency for individuals to critically examine the importance of the outcomes for engaging in dieting behaviour. As such, they will be more likely to find dieting-relevant information within their environment, pointing to the significance of continuing this behaviour. This leads to a more positive attitude toward dieting in the future (Hagger et al., 2006). ===Controlled Motivation=== ''External regulation'': reflects behaviour that is motivated by contingencies administered by others, such as gaining: a reward or avoiding punishment. For example, an individual may diet to avoid rejection or gain praise from a disapproving parent. ''Introjected regulation'': refers to behaviour that is motivated by contingencies administered by the self. An individual may diet in pursuit of positive affect, such as a boost in self-esteem; or the avoidance of negative affect, such as guilt or shame in one's appearance (Hagger et al., 2006). Individuals with high levels of controlled motivation will focus on external conditions for their engagement in dieting behaviour. Reserach links controlled motivation to poorer wellbeing, frequent negative affect, less frequent positive affect and lower overall life satisfaction (Strong & Huon, 1999). Research suggests that employing extrinsic motivation to achieve a goal interferes with one's quality of learning and performance, as well as their long-term capacity for autonomous self-regulation. However, in my own experience of dieting, I have found the opposite to be true. I find strategies of reward or punishment to be quite effective in times when intrinsic motivation is low. For example, only recently did I impulsively give my friend something very important to me in an attempt to control my eating behaviour. I told her that if I fail to eat well, she would be able to keep what I had given her. Only if I was able to maintain a healthful style of eating to the point where I no longer craved sugar, or resorted to binge eating, could I ask for it back. Although my desire to eat well remains autonomously motivated, I have found that an incentive to remain in control provides me with the support I need to combat high risk situations. When self-control is low, this incentive makes an otherwise overwhelming goal seem suddenly worth pursuing. ==Psychological Needs== Self-determination theory is based on two assumptions: people are inherently active and there is a reciprocal relationship between a person and their environment. As such, the psychological needs for autonomy, competence and relatedness act as inherent sources of motivation, arousing a desire within the individual to interact with their environment in order to advance personal growth, initiative, learning, social development and psychological wellbeing. These competencies emerge from maturation, as well as opportunities and challenges presented by the environment. The extent to which the environment frustrates or supports these psychological needs will determine whether an individual’s inner resources are enriched (facilitating development), or thwarted (resulting in less optimal development). ===Autonomy=== [[File:Personal Training Overlooking Melbourne.JPG|thumb|250px|right|A personal training session]] Autonomy is relative. It is the need to experience self-direction and personal approval over the initiation and regulation of one’s own behaviour. Existing within autonomy are three subjective qualities: perceived choice over one’s own behaviour; perceived unpressured willingness to engage in a particular behaviour; and perceived understanding over the cause of one’s behaviour. For example, providing a person with an ‘either-or’ choice offering would not provide a sense of autonomy. Only when a person is offered unrestricted choices that reflect his or her own personal goals, values and interests, do they feel a sense of need-satisfying autonomy. This leads to positive post-choice functioning, enhancing intrinsic motivation, engagement, development, preference for challenge, creativity, effort and performance. An obese person choosing to diet out of a desire to get healthy would, therefore, experience a greater sense of autonomy and an increased chance for success, over someone who had been given an ‘either-or’ option to diet by family or friends. Environments, relationships, social contexts, and cultures are able to either satisfy one’s need for autonomy (autonomy supportive); or neglect, frustrate and interfere with one’s need for autonomy (controlling). For example, if an individual hires a personal trainer, the trainer may pressure the individual toward a prescribed fitness goal or weight, using social influence techniques to the extent that controlling (rather than autonomous) motivation initiates and regulates their activity. This would dampen the individual’s own inner motivational resources, as they would begin to rely on the personal trainer for external sources of motivation. When this external source is taken away, motivation plummets, subsequently leaving the individual to return to their old habits. In contrast, a personal trainer who exhibits an autonomy-supportive motivating style may attempt to motivate their client by encouraging initiative and working collaboratively to solve the underlying causes of the individual's resistance to a healthy lifestyle. They might also identify and nurture the individual's own interests and preferences during each training session. This would enhance motivation, as the individual would be displaying some level of autonomy in the choices and goals they made. ===Competence=== Competence involves a psychological need to be effective in one’s interactions with the environment. Key environmental conditions for competence include: *''Optimal challenge and flow'' Flow is a pleasurable experience that involves concentration and a holistic absorption in one’s activity. It drives a person to repeat this activity in the hope of experiencing this state again. It occurs as a result of a person using their own skills to overcome a particular challenge. For example, a positive motivator for a dieter may be experiencing flow during a challenging exercise activity. When skill level and challenge level are both moderately high, concentration, involvement and enjoyment rise. This perfect match creates flow. If the exercise task is too challenging, however, the individual may believe the demands of the activity outweigh their own personal abilities. Alternatively, when personal skill outweighs the challenge, individuals experience low task engagement, minimal concentration and emotional boredom. A dieter should, thus, strive for an exercise task which is both challenging and achievable. *''Performance feedback and the perception of progress'' The decision to diet is, in itself, difficult. However, one’s need for competence is only fulfilled when the individual engages in the behaviour and begins to see their first real glimpses of feedback. This may be in the form of weight loss or an increased level of fitness. This perception of progress would justify an individual’s previous efforts, motivating them to continue. *''Information and guidance in reaching one’s goals'' In order to diet successfully, a person needs a highly structured environment to offer goals, guidance and consistent responsive feedback. This support and feedback may come in the form of friends, family or a personal trainer. As a result, a person is better able to meet the challenges they set themselves, solve any problems that may arise (i.e. temptation while going out to dinner with friends) and progress towards their weight loss goal. *''High tolerance of failure'' One difficulty when dieting is that people are equally likely to experience failure as they are success. The fear of failing or ‘falling off the wagon’ may squash one’s need for competence and motivate avoidance behaviours. The social context in which a person engages in an optimal challenge must first tolerate error, as error making is essential for optimising motivation and provides more benefit for learning than immediate success. Failure is, therefore, not defined by slipping up or 'falling off the wagon' but, rather, in never being brave enough to try again. ===Relatedness=== Relatedness involves a psychological need to form emotional attachments and warm, affectionate relationships with others. As an important motivational construct, relatedness drives us to gravitate towards people who we trust to take care of our wellbeing and moves us away from those who do not. This improves our overall functioning, increases resilience to stress and decreases psychological problems. Emotionally positive interactions and the creation of positive social bonds both satisfy one's need for relatedness. Exchange relationships are built between acquaintances and those doing business, operating on the giving and receiving of benefits such as money, help or emotional support. Communal relationships involve those who care about each other. For example, a dieter may hire an expert to aid them in achieving their weight loss goal, while their friends and family would provide support and encouragement consistent with their emotional wellbeing. Additionally, the dieter may internalise the values and regulations of those close to them, adopting similar habits of eating as healthy friends. When a person is successfully maintaining a diet, they can become highly engaged in the task. This, in turn, leads to higher self-regulation of eating behaviour, greater persistence and effort to reach one's goal, as well as increased enjoyment in the challenges set. ==Social Needs== On a daily basis needs work their way into our consciousness to affect thoughts, emotions and desires. The thoughts that pop into our mind are able to tell the story of which social needs are particularly salient at any time. Socialised needs are not innate, but rather learnt through personal experience, our unique developmental history, as well as social opportunities and demands. These teach individuals to expect more positive emotional experiences in some situations over others, activating emotional responses to need-relevant incentives in their environment. These needs are unique to every individual and are an acquired or learnt part of our personality. Over time we acquire preferences in different activities, which lead us to pursue particular hobbies or careers. ===Quasi-Needs=== Quasi-needs originate from situational demands and pressures, inducing specific wants and desires. They affect how we think, feel and behave on a daily basis. This may occur in the form of money when going out with friends, self-esteem if rejected by a potential love interest, junk food when feeling low, or an umbrella when it begins to rain. When a situational demand or pressure is satisfied, the quasi-need fades. For example, a dieter may feel the need to eat junk food in order to compensate for low self-esteem or feelings of inadequacy when with friends. Once they have satisfied this need, however, the quasi-need will disappear. To combat this potentially destructive cycle, a dieter could develop alternative strategies to satisfy their need for self-esteem, decreasing the likelihood of succumbing to junk food when situational pressures are high. Additionally, the fact that the need for junk food disappears as soon as one submits to temptation demonstrates that this is not in fact a full-blown need and not a condition essential for life, growth or psychological wellbeing. Although it should be obvious that junk food is not essential in life, I find that whenever I have a craving for chocolate, it usually feels like a life or death situation. No longer can junk food addicts use the excuse of ‘life or death’. From now on it looks like I’ll have to admit that my cravings have more to do with pressures from the environment than they do with my actual needs. ===Achievement=== The need for achievement originates from social, cognitive and developmental influences. This need may combat against junk food addiction, as it drives an individual’s desire to eat well and maintain self control when confronted with temptation. This, in turn, enhances one’s self-competence. All achievement situations share a standard of excellence. A person can be energised by this standard, knowing that their performance will produce an emotionally meaningful evaluation of their own personal competence. For example, self-esteem may be heightened when an individual successfully loses weight. Weight loss goals constitute a mastery goal, as they aid in developing one’s competence, making progress, improving the self, as well as overcoming difficulties with effort and persistence. Those high in the need for achievement will respond to this challenge with approach-orientated emotions such as hope, pride and anticipatory gratification. High-need achievers choose moderately difficult to difficult to tasks, perform better, are energised by pride, show more effort and persist in the face of failure. They also take responsibility for both their successes and failures. Conversely, those low in achievement needs will respond with avoidance-orientated emotions such as anxiety, defensiveness and the fear of failure. Low-need achievers exhibit procrastination tendencies and choose easy versions of tasks. A dieter low in the need of achievement may, thus, jump on the ‘fad diet’ bandwagon, looking for a quick fix or easy weight loss solution. In order to achieve permanent weight loss, these indivduals may, instead, need to look at adopting healthier long-term dieting strategies. ==Goal Setting and Striving== Cognition is a messy umbrella construct that unites an individual’s beliefs, goals, plans, expectations, values, self-concept and judgments. These mental constructs act as causal determinants leading an individual into action. According to pioneers within the cognitive study of motivation, individuals possess mental representations of their ideal states of behaviour, environment and events. For example, a dieter may be aware of their current physical state and perceive a mismatch between this and their ideal state. This creates a sense of incongruity, which motivates an individual to formulate a plan in order to remove this feeling. The test-operate-test-exit model represents the mechanism by which plans energise and direct behaviour. An individual will first test their present state against their ideal, motivating them to operate on the environment through a planned sequence of action. For a dieter, this may be in the form of a stringent exercise and diet regime in order to lose those extra few kilos. The individual would continue to engage in this behaviour, testing and re-resting their present and ideal state, until their ideal is realised. When this occurs, the individual would terminate the plan and exit the test sequence. Contemporary cognitive models no longer view plans in such a fixed or mechanical way. Plans are, instead, seen to be adjustable and changeable in a similar manner to behaviour. Within this paradigm, incongruity between the present and ideal state arouses a ‘corrective motivation’, or decision making process in which the individual weights up many different routes of action. A second factor considered is the translation of a plan into action, as individuals frequently encounter a range of situational demands or personal constraints and inadequacies that render their plan useless. Corrective motivation, thus, allows an individual to continuously revise their plan if it is found to be ineffective. Setting a plan to achieve a desired goal fills an individual with hope. Unfortunately, there is a wide gap between goal-directed thought and action. When striving for a goal, an individual must identify the objectives to be accomplished, define goal difficulty, clarify the goal specifically and specify how and when their performance will be assessed. After identifying these goal-related factors, an individual can then form strategies for goal-attainment, as well as the necessary implementation intentions that represent a plan of action as to how one’s behaviour will unfold. This specifically addresses how and when an individual will initiate behaviour, persist in the face of difficulty or setback and resume behaviour after interruption. Persisting at a goal in the face of daily challenges can become overwhelming. Implementation intentions, thus, act to create a type of close-mindedness which excludes external distractions and narrows ones attentional field to the goal-directed behaviour at hand. When an individual becomes vulnerable to distraction or interruption, implementation intentions motivate an individual to return to the behaviour. Mental simulations provide a tool in which an individual can visualise putting their plan into action and develop problem solving strategies to overcome daily obstacles. The visualization of a goal outcome produces little productive behaviour, as it represents wishful thinking or fantasy. One must, instead, visualise themselves encountering potential setbacks while attempting to achieve their goal and devise appropriate strategies for goal-directed action. For example, a dieter might visualise a night out with friends during at a point in the evening when the rest of the table is ordering dessert. In response they would develop a strategy for maintaining focus on their goal, visualising themselves ordering coffee rather than a tempting treat. This would help the individual prepare for real life scenarios and ultimately facilitate goal-directed behaviour at a time when self-restraint is weak. ==Personal Control Beliefs== ===Efficacy and Outcome Expectancies=== One's expectancies of what will happen hold important motivational consequences for future action. If an individual does not believe they will be able to diet successfully, their motivation will likely falter at the first sign of resistance. However, if an individual believes themselves capable of exerting control over their environment and producing favourable results, they will be motivated to exercise personal control over their eating behaviour and stick to a diet until they reach their goal weight. The strength with which an individual exercises personal control over their life’s outcomes can be attributed to the strength of their expectancies. Efficacy expectancies ask the individual “can I do this?” and reflect one’s judgments in their capacity to execute a particular course of action. These expectancies increase the likelihood that an individual will behave in a particular way and aid success towards achieving a goal. They also act as the building blocks of self-efficacy beliefs. Outcome expectancies ask the question “will what I do work?” and reflect one’s judgment that a particular course of action will achieve its desired outcome. Outcome expectancies form the building blocks of learned helplessness. As such, when an individual perceives an outcome to be outside of their person control or independent of their behaviour, learned helplessness is developed. Efficacy and outcome expectancies are separate determinants in the initiation and regulation of behaviour. In the case of a dieter, efficacy expectancies pertain to one’s confidence in their ability to successfully restrict eating behaviour and maintain a diet; while outcome expectancies pertain to one’s beliefs that dieting will lead to a reduction in weight over time. ===Self-Efficacy Beliefs=== Self-efficacy beliefs are more general than efficacy expectancies, reflecting one’s ability to translate their skills or personal resources into effective performance. Self-efficacy becomes important when situational pressures are high and one's abilities are tested. For example, an individual may feel confident in maintaining a daily exercise regime under times of low stress. However, when situational demands are high, an individual’s skills are put to the test. They must have what it takes to control arousal, so as not to get overwhelmed; as well as manage their time, so that exercise continues to remain a priority. Under such circumstances, self-efficacy may be replaced with self-doubt. This leads to anxiety, an increase in negative thinking and a decreased ability to cope. Self-efficacy and self-doubt, thus, act as two motivational variables determining how well an individual will cope when their skills are put under pressure. A judgment of one’s own self-efficacy in carrying out a specific behaviour is determined through reflective thought. It is within this process that the individual attends to and weighs the importance of multiple sources of efficacy information. This includes how the individual has behaved in the past, one’s physiological state, watching another person perform the behaviour and persuasion by others. For example, an individual wanting to diet may experience strong self-efficacy beliefs in their ability to reach this goal as a result of receiving a pep talk from friends, recollecting experiences in which they had successfully reached a health-related goal, or witnessing the dieting success of another. An absence of fear, stress or tension also heightens one’s self efficacy beliefs, providing feedback to the individual that they can cope adequately with the demands of the situation. Strong self-efficacy beliefs will also determine how long the individual persists at the dieting behaviour, as well as facilitate persistent coping efforts in the face of task difficulty or setback. ===Mastery Beliefs=== [[File:Fragile Emotion.jpg|thumb|190px|right|A helpless motivational orientation]] Mastery beliefs represent the extent of perceived control an individual has over attaining positive outcomes and avoiding aversive ones. For example, an individual who has been dieting with little success may possess weak and fragile perceived control beliefs, as they believe their personal behaviour to hold little effect on the outcome. In contrast, an individual who experiences success will foster strong personal control beliefs, as they perceive their dieting behaviour to have a direct causal link to the outcomes they experience. Individuals react to failure in many different ways. Those possessing a mastery motivational orientation hold a resistant portrayal of the self during encounters of failure and react by remaining on task and persisting in the face of setbacks. Those with a helpless motivational orientation hold a fragile view of the self during failure and respond by giving up and acting as though the situation is out of their personal control. When a situation becomes challenging, the motivational significance of mastery versus helplessness becomes clear. Mastery orientated persons are energised by setbacks and focus on how they can remedy the failure, subsequently, increasing their efforts and changing strategies until their goal is realised. Helpless orientated individuals withdraw from a challenge and fall apart when encountering setbacks, believing failure to be a sign of their personal inadequacy. I can unfortunately relate to the latter orientation. I have frequently found myself doubting my own self-worth as a result of failing to achieve a goal, specifically, sticking to a diet or reaching an ideal shape. I will often fall into a negative state of mind, questioning my own abilities and becoming anxious with the idea of having to start all over again. Under the onslaught of such emotions my problem solving abilities typically collapse. I begin to focus on why I have failed, rather than how I can remedy the situation. This often leads to self-sabotaging behaviour, as I allow myself to ruin the rest of my day or week by binge eating, falling victim to despair or empty promises that I will ‘start my diet again tomorrow’. ==The Self== ===Self-Esteem=== One interesting topic introduced earlier in the textbook and further discussed within the chapter ‘The Self and Its Strivings’ is the concept of self-esteem. As noted in my first reflection, self-esteem is not a causal determinant of motivation. Boosting one’s self-esteem will not serve as a motivational intervention to achieve a particular goal. It is, instead, a byproduct of one’s successes and failures in life. Motivation would, therefore, be increased by improving an individual's coping skills for facing adversity and challenges. ===Cognitive Dissonance=== When beliefs about the self and what one does are inconsistent, individuals experience a psychologically uncomfortable and aversive state known as cognitive dissonance. For example, an individual’s sense of self may include maintaining a healthy body and mind. However, the individual may also find themselves frequently binge eating in reaction to stress or negative affect. The act of binge eating is contradictory to the individual’s initial belief, as this behaviour represents an unhealthy relationship with food. The individual would, therefore, experience a sense of dissonance between the self and their actions, motivating them to reduce this dissonance by: *''Removing the dissonant belief'': one may create strategies to avoid binge eating in times of stress, or begin to dissociate the act of binge eating from their idea of being healthy. *''Reducing the importance of the dissonant belief'': trivialising or justifying the act of binge eating by believing it to be only a reaction to stress and no real threat to one’s overall health and wellbeing. *''Adding a new consonant belief'': reassuring oneself that changing the behaviour is too difficult, as previous attempts have resulted in failure. *''Increasing the importance of the consonant belief'': believing binge eating to be a sign that food companies have made their products too addictive and local grocers are in need of providing more natural alternatives. Resistance to change depends on how close to reality these beliefs are, how central they are to one’s sense of self and how much pain or cost they would inflict upon the person to change them. For example, the individual might acknowledge the hypocrisy between their beliefs and actions, working harder to change their binge eating behaviour so that their sense of self remains intact. ==Emotion== [[File:Emotions.jpg|thumb|300px|left|Expressions of Emotion]] Emotions are multidimensional phenomena that allow us to adapt and cope to different situations. They comprise four components: #''Feelings'' are rooted in cognitive processes and provide emotion with its subjective experience. #''Bodily arousal'' includes one’s biological responses which work to prepare and regulate an individual’s coping behaviour during the experience of emotion. #''Social-expressive'' provides one with the ability to communicate their emotional experience through vocalisation or behaviour. #''Sense of purpose'' gives emotion its goal-directed purpose, motivating the individual to take the necessary action. Plutchik (1985) asserts that emotion is both cause and effect, suggesting that cognitions do not directly cause emotions any more than biological events do. Rather, it attributes the final outcome to a dynamic interplay between arousal, preparation for action, feelings, expressive displays, overt behavioural activity and cognition. Emotions can be conceptualised at both a general level such as a family or prototype (e.g. anger) and a situation-specific level (e.g. hostility, frustration). Basic emotions are assumed to be innate, rather than acquired through experience; arise from the same circumstances for all people; expressed both uniquely and universally; and evoke a distinctive and predictable physiological response. Basic negative emotions include fear, anger, disgust and sadness, These occur from an anticipation or result of threat and harm. Basic positive emotions include joy and interest and occur from anticipation or direct consequence of motive involvement and satisfaction. One interesting point made within the textbook was that some researchers go so far as to say emotion is the primary motivational system. Rather than physiological states such as air, thirst, hunger, pain or sex acting as primary motivators, these researchers posit that without emotion, there would be no motivation to act. For example, air deprivation generates a physiological drive which captures attention and energises a person toward one purpose. However, emotion researchers believe this loss of air produces a strong emotional reaction, namely one of terror. It is terror which then acts as the causal and immediate source of motivation to act. I’m not sure I entirely agree with this theory. When considering other physiological needs, such as hunger, I do not believe I am driven to search for food by a specific emotion. Would emotion researchers posit that it was a feeling of desperation, rather than a bodily threat to homeostasis, that drove me toward consuming food? It would be interesting to learn what emotion would be ascribed as my underlying source of motivation for eating. ===Appraisal=== Appraisal is a central component in understanding emotion. It represents an estimate of the personal significance of an event. Cognitive emotion theorists assert that it is the cognitive antecedent appraisal of an event and not the event itself that causes an emotion. Limbic system brain structures such as the amygdala are responsible for appraising the hedonic tone and emotional significance of sensory stimuli, while cortical functions add additional information to the stimuli through expectations, memories, beliefs, goals, judgments and attributions. I believe appraisal to be a key component in the uptake and maintenance of dieting behaviour. For example, a dieter may be faced with a situation while at a party in which they can choose between a piece of cake or a fruit salad for dessert. The individual would first engage in a primary appraisal of the stimuli, determining what was at stake in the encounter. They may judge their health, self-esteem and long term goal of weight loss to be at risk, thus, turning this encounter from an ‘ordinary life event’ to an emotion-generating ‘significant life event’. They would then appraise these two desserts as either beneficial or harmful to their dieting goal based on past experience, or a judgment about which dessert is more congruent with maintaining a healthy lifestyle. An individual would then engage in a secondary appraisal of their perceived coping abilities to resist temptation and make a choice in line with their long term goals. A positive appraisal of their coping abilities may result in an emotional response such as increased confidence, leading them to approach the fruit salad over the piece of cake. ==Perceived Control== Perceived control reflects one’s beliefs and expectations about their ability to interact with the environment in a way that produces desirable outcomes and prevents undesirable outcomes. It functions as an antecedent foundation upon which beliefs such as perceived competence, self-efficacy and ability, are constructed. A perception of control over a situation requires the situation to be somewhat predictable and responsive and the individual to be capable of obtaining their desired outcomes. Even within situations that are fairly structured, control may be hard to achieve. Task difficulty may act as one barrier which separates the individual from a desirable outcome. For example, a dieter might find that maintaining their during Christmas is difficult as the rest of their family indulge in treats. When this occurs, differences in perceptions of control interfere, explaining why some dieters will put forth the necessary effort to attain their goal, while others give up, perceiving the situation to be too difficult. The high-perceived control dieter might adopt the positive mindset of “I am in control of what goes into my body and no one can make eat something I don’t want to”. They will develop strategies and sophisticated plans about how to succeed at their goal, focusing all their effort and concentration on the task at hand. During performance, they will maintain a positive emotional state, monitor problem-solving strategies and regulate feedback so that their skills and strategies may be improved or adjusted to meet the demands of the situation. In contrast, a low-perceived control dieter might believe themselves to be at the mercy of their senses, allowing food to control them. They may adopt the mindset of “It’s Christmas! I shouldn’t be so hard on myself. Everyone else is indulging. There’s nothing wrong with allowing myself one treat”. This mindset acts to justify the setting of vaguer goals in which dieting behaviour is not as strictly regulated. These individuals might develop fewer and simpler strategies, providing them with nothing to fall back on if one strategy fails. If the dieter finds themselves eating more than just ‘one treat’, their concentration and confidence may drop. Attention quickly begins to focus on why the task is so difficult. As cognitive and emotional engagement in the task decline, performance will drop. It is during this stage that a dieter may think "stuff it!", allowing themselves a blow out over the Christmas period and making an empty promise to ‘start again’ in the new year. ==Suppression== Within the field of psychodynamics, Freud observed that people often engaged in behaviour they did not want to do, reasoning that motivation must, therefore, be more complex than simply following intentional volition. His depiction of the human mind was one of conflict, positing that the conscious (ego’s) will and the unconscious (id’s) counterwill were locked in a battle for satisfaction. As the pleasure principle, the motivations of the id were seen as involuntary, unconscious and impulse-driven. In contrast, the ego represented the reality principle, with motivations organised around defense mechanisms and a delay of gratification. A key process within Freud’s theory of psychodynamics is suppression, which describes the removal of a thought in ways which are conscious, intentional and deliberate. Suppression has also been shown to fail, as thoughts and emotions can only be suppressed for a time. I believe this process to be of key relevance to dieting behaviour. For example, an individual on the first day of their diet may consciously attempt to suppress thoughts about the foods they are craving in an effort to maintain behavioural self-control. However, this activates an unconscious counterprocess. Thus, while the conscious mind attempts to suppress the unwanted thought, their unconscious mind searches for it, ironically keeping the very thought activated. Research suggests that continued suppression can lead to a very potent counterforce, or ‘rebound effect’, in which the individual develops an obsessive preoccupation with their unwanted thought. An obsession over food may, thus, lead the dieter to engage in the very behaviour they were hoping to avoid. One solution to thought suppression was to bring the suppressed thought into consciousness. Ironically, it is only when the individual focuses their attention on these unwanted thoughts that they can then let them go. ==Holism and Positive Psychology== Holism employs a top-down approach to understanding the human being, focusing on the being as an integrated whole, rather than its specific parts. Holism is rooted in humanistic psychology, which aims to discover human potential and encourage its development. Positive psychology seeks to uncover “what could be?” by proactively building upon an individual’s personal strengths and abilities. This promotes the experience of well-being, positive thinking, fulfillment, resilience and life satisfaction. [[Image:Mazlow's Hierarchy of Needs.svg|thumb|400px|right|Maslow's Hierarchy of Needs]] Within the field of positive psychology, self-actualisation represents an inherent developmental striving for the fulfillment of ones potential. Maslow’s hierarchy of needs act as a guide to achieving self-actualisation. The most potent and urgent needs are positioned at the bottom of the pyramid, while self-actualisation is positioned at the top. Maslow considered self-actualisation to be a relatively quiet urge that could be easily overlooked in the hustle and bustle of everyday life. However, before self-actualisation can be achieved, each need in the hierarchy must be fulfilled sequentially from the base to the top. Physiological needs sit at the bottom of the pyramid and represent survival needs. These are followed by safety and security needs, as well as love and belongingness needs. These three sets of needs represent 'deficiency needs', as their absence inhibits growth and development. These are followed by esteem needs, then self-actualisation needs; which together represent 'growth needs'. After deficiency needs have been satisfied, an individual feels the need to fulfill their personal potential. However, in many cases, this does not materialise. People may fail to reach self-actualisation due to non-supportive internal or external environments. Additionally, individuals may fear their own potential, as self-emergence requires facing up to the insecurities of having personal responsibility over one’s fate. Self-emergence is an inherently stressful process, often leading individuals to seek escape. However, personal growth can be encouraged by a number of behaviours: # An individual can decide to only make choices that lead toward growth and progression. For example, a dieter may make an active choice to no longer forgo their diet in times of stress and adopt healthier strategies to deal with this stress head on. This allows them to challenge their old habits, moving further away from behaviours that inhibit personal growth and toward those which encourage it. # A second behaviour encouraging self-actualisation is honesty. For example, if a dieter is keeping a food diary, it may be difficult for them to admit on paper that they have strayed from their goal. They may see this lapse in self-restraint as a reflection of their incompetence. However, pretending it did not happen and lying to oneself does nothing to enhance motivation or progression towards one’s dieting goal. By being honest and accurately recording the slip up, the individual can then reflect on why this lapse occurred and develop strategies to counteract this behaviour the next time they are faced with a similar situation. # By ridding oneself of false notions and illusions, an individual can begin to develop realistic expectations of the self and discover their true potential. An individual may have developed unrealistic expectations about their dieting behaviour, such as the belief that they are capable of losing a large amount of weight in a short period of time. However, when this expectation does not materialise, the individual’s confidence plummets, thwarting any future weight loss attempts. They might also hold the belief that once a certain amount of weight is lost, all of their problems will simply disappear. Unfortunately, weight loss does not provide a solution to all of life’s problems. What must occur, then, is the development of better skills and strategies for dealing with the world and tackling obstacles encountered during daily life. # Giving up one's defenses, rather than relying on fantasy, allows an individual to develop the skills they need to become the type of person they have been striving for. For example, an overweight person might trick themselves into believing they are happy with their figure, making excuses about their weight to boost self-esteem and keep anxiety at bay. However, by giving up these excuses, they can then begin to actually start working on the skills they’ll need to achieve their desired body. # Letting the self emerge provides an individual with an internal guide as to how they should be living their life. For example, rather than relying on the media to dictate how one should dress, look, or weigh; an individual can decide to listen to their own inner voice which dictates who they really want to become. # Openness to experience allows an individual to live fully, spontaneously and without self-consciousness. For example, a dieter may reject an invitation to a party due to the knowledge that tempting food will be present. However, avoidance does little for achieving one’s goal, as it will never allow the individual to develop the necessary skills for overcoming scenarios such as these in the future. By soaking up every experience life has to offer and tackling these challenges head on, they will begin to develop problem-solving strategies and grow through experience. ==Motivating the Self== One of the biggest questions for a dieter is how to motivate oneself during times when external pressure is high and self-restraint is low. It is during these circumstances that motivation is critical to success or failurein achieving one's goal. In order to enhance motivation, the individual must first examine and diagnose the potentials and deficits within their current needs, cognitions, emotions, environment, and interpersonal relationships. ''Needs'': when a challenging situation occurs, is a dieter motivated by a perception of competence or a need for achievement; or does the situation induce an experience of fear and anxiety? ''Cognitions'': is an individual’s dieting behaviour associated with their current self-efficacy beliefs, mastery goals, or sense of personal control; or with expectations of being overwhelmed by the task? ''Emotions'': does dieting provide the individual with a sense of joy, interest, or hope; or fill them with fear and resentment? ''Environment and Relationships'': is the dieting behaviour motivated by the challenge of competition with friends or an influential role model; or the result of external pressure and coercion? When an individual is able to diagnose why avoidance motivation is high or approach motivation is low, they can then work towards remedying these deficits and improving their chances of successfully reaching their goal. ==References== <div style="padding-left: 2em; text-indent: -2em"> Dukan, P. (2010). ''The Dukan Diet''. London, Great Britain: Hodder & Stoughton. Hagger, M. S., Chatzisarantis, N. L. D., & Harris, J. (2006). The process by which relative autonomous motivation affects intentional behaviour: Comparing effects across dieting and exercise behaviors. ''Motivation & Emotion, 30'', 307-321. Reeve, J. (2009). ''Understanding Motivation and Emotion.'' United States of America: Wiley. Strong, K. G., & Huon, G. F. (1999). Controlled motivation and the persistence of weight-loss dieting. ''European Eating Disorders Review, 7'', 136-146. ==External Links== [http://en.wikiversity.org/wiki/Motivation_and_emotion/Textbook/Motivation/Dieting Motivation and Dieting Textbook Chapter] [http://screenr.com/3sc Motivation and Dieting Textbook Chapter Video Overview] [http://www.quotegarden.com/dieting.html Quote Garden]</div> a0yp72p1ctfg5e5qw1y11j665olei1v 1 101818 2814729 661636 2026-06-09T00:25:48Z Jtneill 10242 Jtneill moved page [[Talk:Motivation and emotion/Textbook/Motivation/Motivational toxicity]] to [[Talk:Motivation and emotion/Book/2010/Motivational toxicity]] 661636 wikitext text/x-wiki ==Feedback== Hi there! Your chapter is well on its way towards producing a very rich and organised resource, so well done. I was wondering if you could have a look and comment on my chapter (student motivation) as I think I've finished (but often there is a lot more that needs to be done). Any feedback would be greatful received. Cheers, Bec (your tutorial studybuddy) and wiki user: U118827 Hi. I really liked your chapter. (Although, it does not look to be complete, i.e., summary/conclusion). I was wonderring whether you should have a specific definition for motivational toxicity, next to the definition of motivation, and maybe differentiate it from addiction. Also, does the dopamine deficiency theory have any relevance to the reward deficiency syndrome? All in all, Your writing was really clear and easy to read. Thank you for your feedback. [[User:AlEdwardson|AlEdwardson]] 12:34, 28 October 2010 (UTC) Great to see helping each other out. I agree with the AlEdwardson comment to just do a little more on making sure you have a clear definition of emotional toxicity - maybe even in its own highlighted box. And how it is different to addiction is an excellent point. Other things: # I've indented the references and adjusted the heading levels # I suggest bigger pictures - at least 250px # Add captions to your images (see the brain image as an example) # Excellent work with the Wikipedia links. To improve them further, I've edited the introduction to adjust the external link format to the internal link format e.g., [[w:Goals|goals]]. Also note that it is only necessary to add such links once, on first mention. Afterwards just refer to goals etc. without a link. # The reward system and how it is governed - excellent, well explained, easy to understand etc. maybe add a relevant diagram? # Operant conditioning and the reward system - excellent, solid section, well written. I wonder whether motivational toxicity can also explain non-drug addictions? It could be worth considering another section here to consider this. # APA style: Subsequent citations within paragraphs don't need the year e.g., Adinoff (2004). But later, just refer to Adinoff (in the same paragraph). # Check were -> where # Specific brain areas and their roles in the motivation of addiction ## A brain diagram would help here - see what you can find on Wiki commons or on related Wikipedia articles. ## This section was pretty dense - maybe put it in broader context here. Are you suggesting that addictive drugs cause damage to these areas - or perhaps pre-existing problems in these areas predisposes one to addiction? (e.g., is there a genetic link in addiction?). Or perhaps both. i.e., what is the big question here? How is motivational toxic related to brain structure and localisation? # Grammar check: individuals -> individual's # Dopamine and the pleasure pathways - good section - maybe add image and/or link to the WP article (could be worth repeating the link here at the start or in a feature box) # The mesolimbic dopamine pathway - this is good info, but again is quite technical/neurological. Put it in some more context. # Other things - can one overcome motivational toxicity (e.g., detoxify?) How? Are some people more vulnerable neurochemically to motivational toxicity (addictive personality?)? What is the relative role of genetics/environment? How can motivational toxicity be measured - just because someone has a neurological vulnerable will that person necessarily become addicted? Why or why not? # Any quotes or case studies etc. of people with motivational toxicity? (Perhaps also make clear that this isn't a disorder per se but rather describes a neuro-motivational description of the reason for addiction. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:17, 1 November 2010 (UTC) Thanks for the feedback and tidy up - go easy people! Obviously the page is far from finished, that's why there arent more pics and links as yet, but there will be! I thought the definition of motivational toxicity (MT) was clear - when addiction takes control away from normal motivation systems - but then I've been absorbed in readings on it so maybe I wouldnt see it if it bit me on the nose! Anyway I've reworded it so I hope it's better now. I've found it hard to find info on MT, the Esch article is the only one I've found actually using the term MT - it's obviously not commonly used. I havent come across any information on MT in non-drug addictions so I'm not sure if its relevant without a substance but I'll keep looking and see what I can find. I'm still reworking the brain and dopamine sections, I'm planning to put in a brain map there but atm I'm trying to get make the technical info easier to understand without losing the details. I havent covered genetic links or similar because I assume those will be covered in addiction, I'm only looking at the neurobiology underlying the transition into dependence. And I havent even started on the conclusion or what can be done about toxic motivation yet, but I'll get there! I'm pretty sure MT's not a disorder, rather a theory on the neurological underpinnings of addiction motivation, I havent found anything suggesting a separate disorder. Thanks for the help and ideas and please check back in a while when I've done more, Ta! [[User:Mylie|M.Sell]] 04:46, 1 November 2010 (UTC) <!-- Official feedback --> {{MECF|9| #This is an excellent chapter, congratulations. Motivational toxicity is a challenging topic and this chapter demonstrates an excellent level of depth whilst also being highly readable and appropriate to the target audience. Important, theories are very well covered (including a critical approach) and discussion of the theories is well supported by a wide range of research. Written expression was very good, with only minor suggestions for improvement. Additional learning features such as the wiki links, quizzes, glossary effectively supplmented the chapter.|9| |9| |9| #Note there was a tendency towards overly long sentences. Sometimes, where you've used a comma, long sentences could be broken into two sentences. #Use Australian spelling e.g., sensitized -> sensitised}} <!-- Official multimedia presentation feedback --> {{MEMF|8| #This is an engaging, effective introduction and summary. #This is a particularly well prepared slide deck - excellent look/feel including size of text and use of images. #Presentation of the slides is well paced. #I found the music to be distracting (fade out after initial intro) - or use instrumental (word music is more distracting) instead #Summary slide was a bit hard to read. #Excellent job on indicating licensing of images |9| |8| |8| }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:10, 13 December 2010 (UTC) 2by03o20bmv3bem95m0itrakiq4u2o2 0 102400 2814755 2721792 2026-06-09T04:07:50Z Jtneill 10242 Tidy 2814755 wikitext text/x-wiki {{title|Self-actualization}} {{MECR|http://screenr.com/0Bc}} __TOC__ ==Overview== ''“Man is a perpetually wanting animal”'' (Maslow, 1943, p.22) '''[[Self-actualization|Self-actualization]]''' is commonly understood in light of Maslow's hierarchy of needs.{{fact}} When an individual has satisfied their physiological, safety, love and belongingness and esteem needs then they have reached self actualization. This means the individual is now motivated by a new set of needs which are centred on values such as truth, goodness, beauty, honesty and they all seek to provide greater meaning to the life of the self actualised person. Self actualised individuals readily experience peak performances and they are no longer motivated by deficiencies, instead they are motivated towards growth and reaching their full potential.{{fact}} == Context == === What is motivation? === {{wiktionary|Motivation}} The word motivation comes from the Latin verb ''movere'', which means “to move.” Motivation is thereby concerned with our movements, or actions, and what the determining factors are behind them. More specifically it refers to the processes involved in initiating, maintaining and ceasing '''goal-oriented behaviours''' (Maslow, 1970, p. 16). These factors may be '''internal''' (which can include drives such as thirst or being hungry or in pain) or '''external''' (such as the presence of an attractive person, tasty food or beverages or signs indicating imminent danger). By this definition motivation is the psychological drive that arouses an organism to action toward a desired goal. This concept is also used to explain differences in '''intensity''' of behaviour. More intense behaviours are thought to result from higher levels of motivation. Furthermore, motivation can also be used to indicate the '''persistence''' of behaviours. For example a highly motivated behaviour will most often be persistent even though the intensity of the behaviour could be low (Franken, 2007 p. 4). For more information, see [[Motivation and emotion/Textbook/Introduction/What is motivation?|What is motivation?]] === Holism and The Humanistic Perspective in Psychology === '''Humanism''' is a school of thought in psychology which developed at the turn of the twentieth century. It emerged as a result of dissatisfaction with psychoanalytic and behaviourist models that were viewed as insufficient or outdated (Schneider, Bugental & Pierson, 2001). [[Humanistic psychology]] is characterised by the search for human potential and encouraging development. This same view stressed the role of personal choice and the importance of personal growth and self actualization (Humanistic Psychology, 2009). One of the main proponents of Humanism was [[Carl Rogers]], an influential American psychologist who was one of the most prominent theorists developing the notion of holism. [[Holism]] is a key theoretical component of the humanistic school of thought which rejects the reductionist point of view about the human condition. Instead it believes that the properties of an individual cannot be determined or explained by its component parts alone; rather the system as a whole determines in an important way how the parts behave (Pribram, 1979). Within the context of motivation, no need or drive can be treated as if it were discrete or isolated. Every drive is viewed as related to the state of satisfaction or the dissatisfaction of other drives (Harriman, 1970). This is a dominant notion throughout the humanistic perspectives, especially [[self actualization]] (Pribram). === Abraham Maslow on Self Actualiztion === ''"A musician must make music, an artist must paint, a poet must write, if he is to be ultimately happy. What a man can be, he must be. This need we can call self actualization'' (Maslow, 1943 p. 34)". , 1908-1970]] '''Abraham Maslow''' (1943) famously elaborated on the term '''self actualization''' soon after the term was coined by [[Kurt Goldstein]]. Maslow took a more specific and limited lens on self actualization; referring it to a person's desire for fulfilled and the desire to achieve everything within their potential. Maslow followed on to describe self actualization as our tendency to become increasingly closer to who we are and to become actualized in everything we are capable of. Maslow described this term in light of his hierarchical theory on human motivation. He believed that upon achieving all of the preceding lower order needs, a person's desire to become self actualized will take form in varying ways amongst different people (Maslow, 1943). Maslow's definition of self actualization developed through early interviews with people he both knew and admired. He then interviewed another sample of people he thought were self-actualized. He would wrote down a list of common traits he identified among each of the subjects, searching for some correlation. Maslow then took that trait list and analysed a second sample of self-actualized individuals who matched up with many of the key traits. Famous People which Maslow felt were self-actualized included Thomas Jefferson, Abraham Lincoln, Albert Einstein, Jane Addams, William James, Albert Schweitzer, Aldous Huxley and Elanor Roosevelt. Through a process of refining his trait list again and again, Maslow eventually came up with what he believed to be a stable list of attributes which would define the self-actualised individual (Maslow, 1943). Some of these most notable attributes include being honest and being involved in a cause outside of one's self and experiencing fully, vividly, and selflessly with full concentration and absorption. Self actualized people were also described as spontaneous and as having profound interpersonal relationships, meaning that their serious relationships are few yet deep. Another of the main traits Maslow associated with self actualised individuals was a philosophical sense of humour and high capacity for Creativity (Maslow, 1943). See also [[#Behaviours characterised by self actualised people]] == Maslow’s Hierarchy of Needs == === Description of theory === [[w:Maslow's hierarchy of needs|Maslow’s hierarchy of needs]] (1943) is a motivational theory that emphasises the humanistic view of striving to reach one's full potential as a basic human motivation. This theory is often represented visually as a pyramid split into five sections. At the bottom are the most fundamental human needs and higher order needs are situated progressively up the pyramid. Maslow believed that human needs arrange themselves in this prepotency. This meant that the appearance of one need is generally reliant on the prior satisfaction of another more basic or pre-potent needs. Upon satisfying all of the lower order needs, a person is said to reach the ultimate pinnacle of this model, self actualization. [[File:Maslow's_Hierarchy_of_Needs.svg|right|250px|thumb|Maslow's Hierarchy of Needs]] === Physiological needs === As the name suggests, physiological needs are the literal requirements for human survival. These are the requirements for the human body to simply continue functioning. This primitive level of motivation includes breathing, nutrition and homeostasis. Physiological needs also include metabolic requirements such as water and food as well as clothing and shelter which are necessary to provide protection from the elements. These are thought to be the strongest needs because if a person were deprived of all needs, the physiological ones would come first in the person's search for satisfaction (Maslow, 1943 p.26). === Safety needs === Once an individual’s physiological needs have been fulfilled, humans are then motivated towards satisfying their safety needs. Safety and Security requirements in modern people take the form in the need for personal security, financial security the need for law and social order, health and well being and having a safety net against accidents, illness and their adverse impacts. Adults are thought to have little awareness of their safety/ security needs except in times of emergency or periods of disorganization in the social structure (such as widespread rioting). Conversely children regularly display the signs of insecurity and the need to be safe. Interestingly again, safety needs can never be over satisfied; and according to this hierarchy, if a individual feels threatened, higher order needs will not receive attention until that threat has been resolved (Maslow, 1943 p.28). === Love and belonging === Once physiological and safety needs are satisfied, the third layer of human needs are social and involve feelings of belongingness. This is the first of what Maslow describes as our higher order needs. Love and belonging needs involve all emotionally based relationships such as friendships, family and intimate relationships. These needs can be expressed through an individual’s desire to seek out friendships, belong to a group and to give and receive love. These needs might be expressed through the search for a mate and the desire to be part of a family. In the absence of these elements people can become susceptible to loneliness, social anxiety and depression. Maslow believes that this level is what the majority of the population remains at (Maslow, 1943 p.32). === Esteem === Once the individual has achieved love and belonging the next higher order need is that of esteem. Maslow distinguished between two levels of esteem needs: reputation and Self-Esteem. Esteem needs related to reputation include a person’s desire for attention, recognition and social status. Self esteem needs on the other hand consist of the desire for accomplishment and self respect. When these needs are satisfied, the person develops confidence and feels like a valuable person in the world. When these needs are frustrated, it can lead to an inferiority complex, and the individual can feel weak, helpless and worthless (Maslow, 1943 p.33). === Self actualization === Once all four of these needs have been met, the individual has reached the summit of Maslow’s hierarchy of needs; self actualization. The individual’s needs then become about the quest of reaching their full potential as a person. Self actualised people tend to have motivators such as justice, wisdom, truth and meaning. Maslow describes self actualization as a person’s need to be and do that which the person was born to do. Unlike lower level needs, this need is never fully satisfied. As the person grows psychologically, new opportunities are thought to arise; presenting new ways for the individual to continue to grow (Maslow, 1943 p.34). == Research on Self Actualization == === What do we know === ==== behaviours characterised by self actualised people ==== Self actualised people share a range of '''characteristics''', most of which contribute to the development of their greater potential. By definition Self Actualized People must be free from psychopathology and have progressed through the hierarchy of basic needs. Another essential criterion for becoming self-actualized is to realize your need to grow and develop, and to increasingly strive to become who you are fully capable of becoming. Self actualised individuals are not static beings who embrace the status quo, rather, than embrace change, because change is necessary for growth. Other traits correlated among self actualised individuals innclue listening to their own voice, taking responsibility, being honest and being involved in a cause outside of themselves. They experience fully, vividly, and selflessly with full concentration and absorption (Maslow, 1965). Self actualised individuals are thought to have a more efficient perception of reality and are better able to distinguish between fact and fiction. They live with spontaneity and without artifice and have greater acceptance of themselves, others and nature. Among the traits associated with self actualised people they tended to be more problem-centred, instead of ego-centred, be more independent and autonomous and have a higher need for privacy. One notable characteristic found across nearly al self actualise individuals was the presence of profound interpersonal relationships, meaning that their serious relationships are few yet deep. Self-actualisers also tend to be friendly to people without regard to race, gender, age, ethnicity, or social status and are resistant to enculturisation. Another of the main traits associated with self actualised individuals was a philosophical sense of humour and high capacity for creativity. Furthermore, self actualised people are more likely to experience '''B-Love''' (love for the essence or being of the other). Maslow makes the distinction between this type of love and '''D-Love''' (deficiency love) (in which someone loves another person solely because they are driven to satisfy their needs for love and belongingness) (Maslow, 1943; Showstrom, 1964). Further research on self actualised individuals revealed that they are more successful in initiating, developing, and maintaining effective, fulfilling relationships with other people (Johnson, 1972 p.14). Self actualised individuals are also thought to be correlated with higher levels of emotional intelligence, better outcomes at work, better general health and well being (Ciarrochi, Forgas & Mayer, 2001 p. 83-90), and better mental health (Knapp, 1965). === What don’t we know=== ''"Since, in our society, basically satisfied people are the exception, we do not know much about self actualization, either experimentally or clinically. It remains a challenging problem for research (Maslow, 1943 p. 35)."'' ==== Measuring Self Actualization ==== One area of self actualization that requires further understanding is how to accurately measure this construct. Early attempts at quantifying a person's degree of self actualization included Showstrom’s Personality Orientation Inventory developed in 1963. This consisted of 150 two choice comparative values aimed at quantifying an individual’s levels of self actualization (Showstrom, 1964). An example of this is choosing: (a) two people will get along best if each concentrates on pleasing the other person; or (b) two people will get along best if each person feels free to express themselves. Within Showstrom’s inventory there are 2 major scales, and 10 subscales. The first of the major scales measures "present orientation", which represents how much an individual embraces as existential approach to life. The second major scale measures "self vs other" orientation, or Ego-centrism. The ten subscales then examine the individual character traits of self-actualized individuals as described by Maslow (Showstrom). The second notable attempt at measuring self-actualizing tendency was the Short Index of Self-Actualization (Jones & Crandell, 1986). This is a 15-item index of self-actualization developed primarily on modified items from Showstrom's Personal Orientation Inventory. In fact the Short Index uses 15 items from the POI to which the participant must state their agreement on a 6 point likert scale (Strongly Disagree - Strongly Agree). Jones and Crandell claim this made the test much easier to administer and grade than the POI, and also reduces irritability due to the forced choice format of the Personality Orientation Inventory. Despite these improvements the tests creators still recognised a range of weaknesses associated with their scale and say these must one day be overcome in a bid to gain a truly accurate reflection of an individual's self actualising tendencies (Jones & Crandell). == Critiques of Maslow’s hierarchy and self actualization == Maslow's hierarchy of needs is the most widely accepted theory of human motivation.{{fact}} Despite this there a still a range of criticisms directed at the theory. Firstly, critics claim that Maslow was not practising a credible, rigorous scientific methodology with his study. Some researchers feel that Maslow's work relied too heavily on case studies and that not enough experimental work was done on self actualization.{{fact}} One example of Maslow conducting some real research was an early experiment where he screened 3000 university students in 1935. When he came up with only one suitable subject who met the criteria for self actualization, he abandoned the study (Ciarrochi, Forgas & Mayer, 2001 p. 89). Further criticism is directed at the fact that Maslow’s recognition of self-actualized individuals was almost exclusively limited to Highly Educated White Males.{{fact}} Critics believe that analysis of personality based solely upon the upper stratum of the dominant culture has failed to deliver a truly universal description of personality.{{fact}} Some of these same critics also claim that implicit sexism, racism, and classism stem from Maslow’s work and therefore does not represent a valid way of understanding basic human personality (Nevis, 1983). Critics then turn to specific examples of Maslow's hierarchy and how it can fail to account for some motives. One such example is people suffering from eating disorders, whereby a need for belonging can often overcome the physiological and security needs, depending on the strength of the peer pressure. An anorexic, for example, may completely ignore the need to eat and the security of health for a feeling of control and belonging (Beck, 2004 p.121). Another contemporary example is that of suicide bombers. These individuals are seemingly willing to ignore all of the most basic principles in Maslow’s hierarchy in order to sacrifice themselves for a principle or cause. In this instance the individual’s hierarchy of motives does not match that represented by Maslow (Baum, 2009). Within literature on self actualization it is also important to note that even Maslow admits the self actualised individuals are not perfect. He pointed out that although they may not have many of the lesser failings common to all of us.{{fact}} Self actualised people can still be silly, thoughtless and wasteful. They can also be boring, irritating and stubborn and may exhibit a superficial vanity concerning their own products and can show ruthlessness. Self actualised individuals may also feel guilt, sadness, anxiety and conflict arising from their realisation that they have not reached their full potential (Petri & Govern, 2004 p. 351). == A contemporary context == === Maslow Hierarchy of needs and ERG theory of motivational forces in organisations === '''Maslow’s hierarchy''' seems to also hold true in industrial situations. An example of this is lower level workers who seem to be more motivated by money (which is required for food and shelter) and often lack any motivation to be creative in their jobs. Workers at higher levels generally have income sufficient to satisfy many of their lower order needs, and in this instance self actualization is often more important (Beck, 2004 p. 401). In a bid to address some of the limitations of Maslow's hierarchy, [[Clayton Alderfer]] proposed the '''ERG theory of motivation''', which describes our needs in a different hierarchy. The letters ERG stand for three levels of needs: '''Existence, Relatedness, and Growth.''' These can be compared to Maslow's hierarchy in that existence represents physiological and safety needs, relatedness accounts for social and external esteem needs and growth encompasses self-actualization and internal esteem needs (Alderfer, 1969). ERG theory differs from Maslow's hierarchy in that it allows the order of the needs be different for different people and it allows for different levels of needs to be pursued simultaneously. In further contrast ERG theory states that if a higher level need remains unfulfilled, the person may regress to a lower level need that appears easier to satisfy. This phenomenon called the frustration-regression principle (Alderfer, 1969; Alderfer & Guzzo, 1979). ERG theory also lends itself well to organisational application and it helps managers to recognise that an employee has multiple needs that may need to be satisfied simultaneously. Application of ERG theory in the workplace facilitates managers in understanding how pay, relatedness with group and supervisors, and growth in one's job impact on the motivations of different employees (Alderfer & Guzzo, 1979). This allows for more effective management which can mean tailoring organisational conditions to maximise worker satisfaction and productivity and also allows managers to predict employee reactions to different organisational conditions (Alderfer & Guzzo; Chang & Yuan, 2008). {{Hide in print| == Learning Quiz== <quiz display=simple> {The term "self actualization" was first coined by, |type="()"} + Kurt Goldstein - Abraham Maslow - Adrian Maslow { |type="{}"} Within Maslow's Hierarchy of needs food is classified as a { physiological } need whilst recognition is an { esteem } need. { This term is used to describe the processes involved in initiating, maintaining and ceasing goal-oriented behaviour: |type="{}"} { motivation } {The 3 letters in Clayton Alderfers ERG theory stands for existence, relatedness and: |type="()"} - games - grieving + growth { |type="{}"} Self actualization has been correlated with higher levels of emotional { intelligence } . </quiz> ==See also== * [[Motivation and emotion/Textbook/Introduction/What is motivation?]] * [[Motivation and emotion/Book/2010/Motivation and goal setting|Motivation and goal setting]] (Book chapter, 2010) * [[Motivation and emotion/Textbook/Motivation/Maslow's hierarchy of needs]] * [[Motivation and emotion/Textbook/Motivation/Self-sabotaging]] * [[Motivation and emotion/Textbook/Motivation/Student motivation theories]] }} ==References== {{Hanging indent|1= Alderfer, C. P. 1969. An Empirical Test of a New Theory of Human Needs. Organizational Behavior and Human Performance, Vol. 4, p. 142-175. Alderfer, C. P & Guzzo, R. A. 1979. Life Experiences and Adults' Enduring Strength of Desires in Organisations. Administrative Science Quarterly, Vol. 24, p. 347-357. Baum, S. 2009. Review Essay: A Sociocultural Perspective on Genocide: A Review of The Psychology of Genocide: Perpetrators, Bystanders, and Rescuers. Culture Psychology, Vol. 15, p. 349-362. Beck, R. C. 2004. Motivation Theories and Principles, 5th Ed. Pearson Prentice Hall. New Jersey. Chang, W & Yuan, S. 2008. A Synthesised Model of Markov Chain and ERG Theory for Behaviour Forecast in Collaborative Prototyping. Journal of Information Technology Theory and Application, Vol. 6, p. 19-24. Ciarrochi, J., Forgas, J. P & Mayer, J. D. 2001. Emotional Intelligence in Everyday Life: A Scientific Enquiry. Psychological Press, New York. Franken, R. E. 2007. Human Motivation, 6th Ed. Thomson Wadsworth, Belmont, CA. Harriman. P L. 1970. Twentieth Century Psychology: Recent Developments in Psychology. Freeport, N.Y., Books for Libraries Press. Humanistic Psychology. 2009. A Dictionary of Psychology. Edited by Andrew M. Colman. Oxford University Press 2009. Oxford Reference Online. Oxford University Press. Johnson, D. W. 1972. Reaching Out: Interpersonal Effectiveness and Self-Actualization. Prentice-Hall, Inc., Englewood Cliffs, New Jersey. Jones, A & Crandall, R. 1986. Validation of a Short Index of Self Actualization. Personality and Social Psychology Bulletin. Vol. 12, p. 63-73. Knapp, R. R. 1965. Relationship of a Measure of Self-Actualization to Neuroticism and Extraversion. Journal of Consulting Psychology, Vol. 29, p. 168-217. Maslow, A. H. 1943. A Theory of Human Motivation, Psychological Review, Vol. 50, p.370-396. Maslow, A. H. 1965. Self Actualization and Beyond. Massachusetts (Brookline); Massachusetts (Winchester). Maslow, A. H. 1970. Motivation and Personality, 3rd Ed. Harper & Row, New York. Nevis, E. C. 1983. Using an American Perspective in Understanding Another Culture: Toward a Hierarchy of Needs for the People's Republic of China. Journal of Applied Behavioral Science, Vol. 19, p. 249-264. Petri, H. L & Govern, J. M. 2004. Motivation Theories, Research and Application. 5th Ed, Wadsworth, Belmont, CA. Pribram, K. 1979. Behaviourism, Phenomenology and Holism in Psychology: A Scientific Analysis. Journal of Social and Biological Systems. Vol. 2, p. 65-72. Schneider. K, Bugental, J & Pierson, J. 2001. The Handbook of Humanistic Psychology: Leading Edges in Theory, research and Practice. Thousand Oaks, Sage Publications. Showstrom, E L. 1964. An Inventory for the measurement of Self-Actualization. Educational and Psychological Measurement. Vol. 24, p. 207. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-actualisation]] rncb25u9yr2cajxwkpjusrohrojqua7 3 106891 2814670 2812206 2026-06-08T16:58:11Z Juandev 2651 /* Wikiversity:Candidates for Bureaucratship/Atcovi */ Reply 2814670 wikitext text/x-wiki [[User:Atcovi/Archive 1|/Archive 1 (September 25, 2013 - November 15, 2013)]] • [[User talk:Atcovi/Archive 2|/Archive 2 (November 15, 2013 - November 27, 2013)]] • [[User talk:Atcovi/Archive 3|/Archive 3 (December 3, 2013 - December 25, 2013)]] • [[User talk:Atcovi/Archive 4|/Archive 4 (December 24, 2013 - January 1, 2014)]] • [[User talk:Atcovi/Archive 5|/Archive 5 (January 2, 2014 - January 20, 2014)]] • [[User talk:Atcovi/Archive 6|/Archive 6 (March 24, 2014 - April 14, 2014)]] • [[User talk:Atcovi/Archive 7|/Archive 7 (April 19, 2014 - September 8, 2014)]] • [[User talk:Atcovi/Archive 8|/Archive 8 (September 12, 2014 - November 3, 2014)]] • [[User talk:Atcovi/Archive 9|/Archive 9 (November 6, 2014 - January 26, 2015)]] • [[User talk:Atcovi/Archive 10|/Archive 10 (January 28, 2015 - March 11, 2015)]] • [[User talk:Atcovi/Archive 11|/Archive 11 (March 22, 2015 - June 25, 2016)]] • [[User talk:Atcovi/Archive 12 (June 26, 2016 - January 8, 2018)|/Archive 12 (June 26, 2016 - January 8, 2018)]] • [[User talk:Atcovi/Archive 13 (January 9, 2018 - April 14, 2023)|/Archive 13 (January 9, 2018 - April 14, 2023)]] • [[User talk:Atcovi/Archive 14 (April 15, 2023 - May 5, 2026)|/Archive 14 (April 15, 2023 - May 5, 2026)]] :''Before 2013: [https://en.wikiversity.org/w/index.php?title=User_talk:Atcovi&diff=750617&oldid=740650 see this]'' {{tmbox |small = |image = [[Image:Busy desk.svg|{{#ifeq:|yes|40px|75x50px}}]] |text = This user is busy in [http://en.wikipedia.org/wiki/Real_life Real Life] {{#if:|until&nbsp;{{{end}}}&nbsp;}}{{#if:|due to&nbsp;{{{reason}}}&nbsp;}}and may not respond swiftly to queries.{{#if:|<P>{{{msg}}} }} | style = {{#if:|width: {{{width}}}px;}} {{#ifeq:{{{shadow}}}|yes|{{box-shadow|0px|2px|4px|rgba(0,0,0,0.2)}}|}} }} == Please vote == on Wikinews rebirth possibly on Wikiversity, thanks @[[User:Atcovi|Atcovi]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 22:21, 15 May 2026 (UTC) :Hi BigKrow. I've been watching the discussion on the sidelines. Hopefully I'll have an input soon, I just have other commitments I'm catering to. Best of luck with your projects and welcome to Wikiversity! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:44, 16 May 2026 (UTC) == ''The Signpost'': 22 May 2026 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/News and notes|Offline: Osama Khalid still in prison]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/In the media|Indonesian editors, you shall return!]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Disinformation report|Who is a typical paid editor? Who are their typical clients?]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Recent research|WikiLambda the Ultimate]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Traffic report|This is where I'll be, so heavenly, so come and dance with me Michael!]] * Forum: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Forum|WikiAnnotate: help us build a dataset of article quality evaluations]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/In focus|Demystifying the 2026-27 Annual Plan]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Opinion|Wikipedia isn't a battleground. So why does it feel like one?]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Serendipity|Wikinews: Into the Wikiverse]] * Special report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Special report|Wikimedia Foundation closes Wikinews after 21 years]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Community view|Wikipedia's traffic drop: more on languages and freshness]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Gallery|Earth Day and Mother's Day]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Comix|Brother, can you spare a page?]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 05:19, 22 May 2026 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=30513885 --> == Wikiversity:Candidates for Bureaucratship/Atcovi == RE: [[Wikiversity:Candidates for Bureaucratship/Atcovi]] I have closed this as successful. Congrats! See [https://en.wikiversity.org/w/index.php?title=Wikiversity:Candidates_for_Bureaucratship/Atcovi&diff=prev&oldid=2812184] and [https://en.wikiversity.org/w/index.php?title=Special:Log&logid=3549048]. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:23, 30 May 2026 (UTC) :Thank you Mike! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 20:55, 30 May 2026 (UTC) ::Congratulations @[[User:Atcovi|Atcovi]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:58, 8 June 2026 (UTC) 651xnsjhvxm014zgwhv5vylu0b19ysv 2814701 2814670 2026-06-08T22:13:19Z AUBSTRAWBS 3060598 added a question about user boxes 2814701 wikitext text/x-wiki [[User:Atcovi/Archive 1|/Archive 1 (September 25, 2013 - November 15, 2013)]] • [[User talk:Atcovi/Archive 2|/Archive 2 (November 15, 2013 - November 27, 2013)]] • [[User talk:Atcovi/Archive 3|/Archive 3 (December 3, 2013 - December 25, 2013)]] • [[User talk:Atcovi/Archive 4|/Archive 4 (December 24, 2013 - January 1, 2014)]] • [[User talk:Atcovi/Archive 5|/Archive 5 (January 2, 2014 - January 20, 2014)]] • [[User talk:Atcovi/Archive 6|/Archive 6 (March 24, 2014 - April 14, 2014)]] • [[User talk:Atcovi/Archive 7|/Archive 7 (April 19, 2014 - September 8, 2014)]] • [[User talk:Atcovi/Archive 8|/Archive 8 (September 12, 2014 - November 3, 2014)]] • [[User talk:Atcovi/Archive 9|/Archive 9 (November 6, 2014 - January 26, 2015)]] • [[User talk:Atcovi/Archive 10|/Archive 10 (January 28, 2015 - March 11, 2015)]] • [[User talk:Atcovi/Archive 11|/Archive 11 (March 22, 2015 - June 25, 2016)]] • [[User talk:Atcovi/Archive 12 (June 26, 2016 - January 8, 2018)|/Archive 12 (June 26, 2016 - January 8, 2018)]] • [[User talk:Atcovi/Archive 13 (January 9, 2018 - April 14, 2023)|/Archive 13 (January 9, 2018 - April 14, 2023)]] • [[User talk:Atcovi/Archive 14 (April 15, 2023 - May 5, 2026)|/Archive 14 (April 15, 2023 - May 5, 2026)]] :''Before 2013: [https://en.wikiversity.org/w/index.php?title=User_talk:Atcovi&diff=750617&oldid=740650 see this]'' {{tmbox |small = |image = [[Image:Busy desk.svg|{{#ifeq:|yes|40px|75x50px}}]] |text = This user is busy in [http://en.wikipedia.org/wiki/Real_life Real Life] {{#if:|until&nbsp;{{{end}}}&nbsp;}}{{#if:|due to&nbsp;{{{reason}}}&nbsp;}}and may not respond swiftly to queries.{{#if:|<P>{{{msg}}} }} | style = {{#if:|width: {{{width}}}px;}} {{#ifeq:{{{shadow}}}|yes|{{box-shadow|0px|2px|4px|rgba(0,0,0,0.2)}}|}} }} == Please vote == on Wikinews rebirth possibly on Wikiversity, thanks @[[User:Atcovi|Atcovi]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 22:21, 15 May 2026 (UTC) :Hi BigKrow. I've been watching the discussion on the sidelines. Hopefully I'll have an input soon, I just have other commitments I'm catering to. Best of luck with your projects and welcome to Wikiversity! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:44, 16 May 2026 (UTC) == ''The Signpost'': 22 May 2026 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/News and notes|Offline: Osama Khalid still in prison]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/In the media|Indonesian editors, you shall return!]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Disinformation report|Who is a typical paid editor? Who are their typical clients?]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Recent research|WikiLambda the Ultimate]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Traffic report|This is where I'll be, so heavenly, so come and dance with me Michael!]] * Forum: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Forum|WikiAnnotate: help us build a dataset of article quality evaluations]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/In focus|Demystifying the 2026-27 Annual Plan]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Opinion|Wikipedia isn't a battleground. So why does it feel like one?]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Serendipity|Wikinews: Into the Wikiverse]] * Special report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Special report|Wikimedia Foundation closes Wikinews after 21 years]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Community view|Wikipedia's traffic drop: more on languages and freshness]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Gallery|Earth Day and Mother's Day]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Comix|Brother, can you spare a page?]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 05:19, 22 May 2026 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=30513885 --> == Wikiversity:Candidates for Bureaucratship/Atcovi == RE: [[Wikiversity:Candidates for Bureaucratship/Atcovi]] I have closed this as successful. Congrats! See [https://en.wikiversity.org/w/index.php?title=Wikiversity:Candidates_for_Bureaucratship/Atcovi&diff=prev&oldid=2812184] and [https://en.wikiversity.org/w/index.php?title=Special:Log&logid=3549048]. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:23, 30 May 2026 (UTC) :Thank you Mike! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 20:55, 30 May 2026 (UTC) ::Congratulations @[[User:Atcovi|Atcovi]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:58, 8 June 2026 (UTC) == Question == Hello don't mean to bother and Ik its a silly question, on wikipedia there is a tool that allows for the creation of user boxes does wikiversity have it? Or should I create them myself like {{Userbox | border-c = #000000 | id = [[File:(logo) Gate jieitai kanochi nite, kaku tatakaeri.svg|100x50px]] | id-c = #000000 | id-fc = #000000 | id-s = 14 | info = This user testified in front of the [[National Diet|national diet]] | info-c = #000000 | info-fc = #ffffff | info-s = 8 }} however when i try to display them like on wikipedia i can't {{yytop}} {{yy|User:AUBSTRAWBS/GATE}} {{yyend}} Anyways sorry to bother you with somthing like this but i'm really stumped as to how to share them. Any help would be super apreciated also if you want any user boxes i can can make them :). r4ivq0ghi1tbnguw2opd26tra2g6z1r 2814702 2814701 2026-06-08T22:14:43Z AUBSTRAWBS 3060598 oops I added an extra can 2814702 wikitext text/x-wiki [[User:Atcovi/Archive 1|/Archive 1 (September 25, 2013 - November 15, 2013)]] • [[User talk:Atcovi/Archive 2|/Archive 2 (November 15, 2013 - November 27, 2013)]] • [[User talk:Atcovi/Archive 3|/Archive 3 (December 3, 2013 - December 25, 2013)]] • [[User talk:Atcovi/Archive 4|/Archive 4 (December 24, 2013 - January 1, 2014)]] • [[User talk:Atcovi/Archive 5|/Archive 5 (January 2, 2014 - January 20, 2014)]] • [[User talk:Atcovi/Archive 6|/Archive 6 (March 24, 2014 - April 14, 2014)]] • [[User talk:Atcovi/Archive 7|/Archive 7 (April 19, 2014 - September 8, 2014)]] • [[User talk:Atcovi/Archive 8|/Archive 8 (September 12, 2014 - November 3, 2014)]] • [[User talk:Atcovi/Archive 9|/Archive 9 (November 6, 2014 - January 26, 2015)]] • [[User talk:Atcovi/Archive 10|/Archive 10 (January 28, 2015 - March 11, 2015)]] • [[User talk:Atcovi/Archive 11|/Archive 11 (March 22, 2015 - June 25, 2016)]] • [[User talk:Atcovi/Archive 12 (June 26, 2016 - January 8, 2018)|/Archive 12 (June 26, 2016 - January 8, 2018)]] • [[User talk:Atcovi/Archive 13 (January 9, 2018 - April 14, 2023)|/Archive 13 (January 9, 2018 - April 14, 2023)]] • [[User talk:Atcovi/Archive 14 (April 15, 2023 - May 5, 2026)|/Archive 14 (April 15, 2023 - May 5, 2026)]] :''Before 2013: [https://en.wikiversity.org/w/index.php?title=User_talk:Atcovi&diff=750617&oldid=740650 see this]'' {{tmbox |small = |image = [[Image:Busy desk.svg|{{#ifeq:|yes|40px|75x50px}}]] |text = This user is busy in [http://en.wikipedia.org/wiki/Real_life Real Life] {{#if:|until&nbsp;{{{end}}}&nbsp;}}{{#if:|due to&nbsp;{{{reason}}}&nbsp;}}and may not respond swiftly to queries.{{#if:|<P>{{{msg}}} }} | style = {{#if:|width: {{{width}}}px;}} {{#ifeq:{{{shadow}}}|yes|{{box-shadow|0px|2px|4px|rgba(0,0,0,0.2)}}|}} }} == Please vote == on Wikinews rebirth possibly on Wikiversity, thanks @[[User:Atcovi|Atcovi]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 22:21, 15 May 2026 (UTC) :Hi BigKrow. I've been watching the discussion on the sidelines. Hopefully I'll have an input soon, I just have other commitments I'm catering to. Best of luck with your projects and welcome to Wikiversity! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:44, 16 May 2026 (UTC) == ''The Signpost'': 22 May 2026 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/News and notes|Offline: Osama Khalid still in prison]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/In the media|Indonesian editors, you shall return!]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Disinformation report|Who is a typical paid editor? Who are their typical clients?]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Recent research|WikiLambda the Ultimate]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Traffic report|This is where I'll be, so heavenly, so come and dance with me Michael!]] * Forum: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Forum|WikiAnnotate: help us build a dataset of article quality evaluations]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/In focus|Demystifying the 2026-27 Annual Plan]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Opinion|Wikipedia isn't a battleground. So why does it feel like one?]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Serendipity|Wikinews: Into the Wikiverse]] * Special report: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Special report|Wikimedia Foundation closes Wikinews after 21 years]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Community view|Wikipedia's traffic drop: more on languages and freshness]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Gallery|Earth Day and Mother's Day]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2026-05-22/Comix|Brother, can you spare a page?]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 05:19, 22 May 2026 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=30513885 --> == Wikiversity:Candidates for Bureaucratship/Atcovi == RE: [[Wikiversity:Candidates for Bureaucratship/Atcovi]] I have closed this as successful. Congrats! See [https://en.wikiversity.org/w/index.php?title=Wikiversity:Candidates_for_Bureaucratship/Atcovi&diff=prev&oldid=2812184] and [https://en.wikiversity.org/w/index.php?title=Special:Log&logid=3549048]. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:23, 30 May 2026 (UTC) :Thank you Mike! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 20:55, 30 May 2026 (UTC) ::Congratulations @[[User:Atcovi|Atcovi]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:58, 8 June 2026 (UTC) == Question == Hello don't mean to bother and Ik its a silly question, on wikipedia there is a tool that allows for the creation of user boxes does wikiversity have it? Or should I create them myself like {{Userbox | border-c = #000000 | id = [[File:(logo) Gate jieitai kanochi nite, kaku tatakaeri.svg|100x50px]] | id-c = #000000 | id-fc = #000000 | id-s = 14 | info = This user testified in front of the [[National Diet|national diet]] | info-c = #000000 | info-fc = #ffffff | info-s = 8 }} however when i try to display them like on wikipedia i can't {{yytop}} {{yy|User:AUBSTRAWBS/GATE}} {{yyend}} Anyways sorry to bother you with somthing like this but i'm really stumped as to how to share them. Any help would be super apreciated also if you want any user boxes i can make them :). cm6lesoihgzwv7g5v07nnqodfd56arj 14 116752 2814737 2647329 2026-06-09T03:19:47Z Jtneill 10242 2814737 wikitext text/x-wiki {{main|{{PAGENAME}}}} <!-- ([[Special:PrefixIndex/{{PAGENAME}}/|subpages]]) --> <inputbox> type=search width=20 namespaces=Main** prefix=Motivation and emotion/Book searchbuttonlabel=Search book chapters bgcolor=transparent break=no </inputbox> [[Category:Motivation and emotion]] bwovhkdc21t1zxii8bdpg7i9dm8rocr 0 121935 2814694 2665972 2026-06-08T21:54:47Z Jtneill 10242 Tidy top 2814694 wikitext text/x-wiki {{title|Love:<br>What is it and why does it happen?}} {{MECR|http://www.screenr.com/Gacs}} __TOC__ ==Overview== [[File:Romeo_and_juliet_brown.jpg|thumb|The ultimate love story. [[w:Romeo and Juliet|Romeo and Juliet]] is the tale of two star-crossed lovers whose death unite each others families. It is one of Shakespeare's most popular stories of young love.]] Saying the words “I love you” can inspire, give people hope, commit to devotion, and cause both sacrifice and tragedy, and in today’s society it represents more than just an expression of feelings, but a commitment to motivate future behaviours. [[Love]] is an emotion whereby feelings of strong affection and personal attachment are connected to another individual. In the philosophical realm, love is a virtue which, generally speaking, represents all of human kindness, compassion, and affection. In other contexts, it is also used to describe loving actions towards others, such as compassion. In historical terms, love has been the focal point of some of the greatest literature, most importantly the works of Shakespeare, music, and paintings, and the question of what is love has been investigated by philosophers, theologians, and psychologists (Neto, 2010). The word love has many different meanings, and is used in several different contexts but the focus in this chapter is interpersonal love, which is the emotion felt by one person towards another person, basically reciprocal love. The relevance of this topic is clearly apparent in our society{{who}} with people dressing up to go out on the town to bars and night clubs, or people looking to the internet to that someone{{huh}}. For people to fall in love it takes time and effort, and cultural expectations can have a huge impact on this process. This chapter focuses on love between two people. Love is central to so many people’s lives{{fact}}. In [[social psychology]] circles, there is a large quantity of evidence that supports the idea that for most people, love and sex are tightly related, so much so that many find it hard to imagine having passionate love without sexual desire (Forster, 2010). It is one of the few ways that life is given meaning, and in many ways is seen every day, and is extremely important. Men and women fall in love all the time. When this happens they will both believe that the person they are with is their true love, their one and only; they could make a meaningful and personal commitment to the other person, after which they could decide to get married{{fact}}. Where does this reciprocal attraction stem from? Why did these people fall in love with each other instead of another person? As humans, what motivates us to seek love from others? Why do we fall in love? And is it a chemical reaction that causes love, does it have more to do with psychological factors, or is the reason we love based in our evolutionary history? ==Types of love== {{section-stub}} ===Intrapersonal love=== [[File:Heart icon red hollow.svg|thumb|left|alt=Alt text|A heart]] Interpersonal love is the term used to describe love between human beings. It is a more powerful word than just liking someone, and carries greater sentiment. ===Self-love=== Self-love is believed by many to be a prerequisite for loving others (Campbell, 2002). {{quote|If you do not love yourself, you will be unable to love others.<br> Branden, 1994)}} [[File:Benczur-narcissus.jpg|thumb|alt=Alt text|Narcissus]] Explanations are plentiful for why self-love can help promote love for others. One is that individuals who do not love themselves have the belief that others cannot love them, and in the process avoid relationships. Another is that without self-love, an individual will pursue a self-destructive attitude and get into bad relationships (Campbell, 2002). The Ancient Greeks painted a different picture of self-love, more specifically in the story of Narcissus, who was the personification of self-love. He believed himself more beautiful and better than those around him, but it was this self-love that stopped Narcissus from forming actual loving relationships. He eventually fell in love with his own image in a pool of water and died (Campbell, 2002). It can therefore be assumed that the Greeks saw self-love as an obstacle to overcome in order to love others, as well as the cause of suffering to others and the self (Campbell, 2002). ==The phenomenon of falling in love== Falling in love has a power, which has been studied expansively, resulting in it being broken down several, specific phases (Määttä, 2010). For many, falling in love can produce a powerful emotional response that can cause a temporary, and captivating metamorphosis. The changes that many see can be placed into three categories: # For the individual who is in love, his/her surroundings become much more positive. Reality seems brighter, people they meet seem friendlier, and in some cases, voices, sound more melodic (Määttä, 2010). # The individual in love sees their partner with admiration. This entails his/her positive features being emphasised more, whilst their negative features are ignored (Määttä, 2010). # Self respect of the person who is in love increases. This is found through the positive words one receives that are filled with love that prove that one is worth loving. The by product of this is contentment and happiness. In essence, being in love gives the in love person strength, and meaning for their existence (Määttä, 2010). ==Theories of intrapersonal love== ===Biological=== The biological view of sex and love see it as a mammalian drive, and is comparable to [[hunger]] or [[thirst]]. The experience of love can be divided into three phases, which partly overlap. They are lust, attraction, and attachment (Fisher, 2002). Lust is the individual’s sex drive, and is categorised by a craving for sexual gratification. Estrogens and androgens are the most commonly associated bodily chemicals that fall into this phase, with both being the female and the male sex hormones (Fisher, 2002). The effects of these chemicals rarely last longer than a few weeks, and in some cases, months. {{center top}} {| class="wikitable" |- '''Cells left-aligned, table centered''' ! Phases !! What Happens? |-style="background: crimson; color: white" | Lust || Craves sexual gratification |- style="background: crimson; color: white" | Attraction || Romantic love |-style="background: crimson; color: white" | Attachment || Long term relationships |-style="background: crimson; color: white" |} {{center bottom}} The attraction system, which is commonly known as romantic love is characterised by increases in energy, and focused attention on a preferred mating partner. For many of us, this phase is characterised by exhilaration, and a craving for an emotional connection with the partner (Fisher, 2002). All signs from recent studies in neuroscience have pointed towards the brain releasing certain chemical when in love. These chemicals include pheromones, dopamine, norepinephrine, and serotonin, all of which stimulate the brain’s pleasure centre, causing side effects such as increased heart rate, loss of appetite, loss of sleep, and intense feelings of excitement (Fisher, 2002). This stage generally lasts for around one and a half to three years (Fisher, 2002). With both the lust and the romantic love stages only being temporary, a third stage is thus needed to establish and account for long term relationships. The attachment phase of male-female love is the bonding that helps relationships last for several years, as well as decades and is characterised by feelings of calm, security, social comfort, and emotional union (Fisher, 2002). Commitments such as marriage or children, is where the attachment phase is generally based upon, sort of a mutual defence. Chemicals such as oxytocin and vasopressin have been linked in higher quantities in this phase, in comparison to short term relationships (Fisher, 2002). The motivation and emotion system of lust, attraction, and attachment is not only associated with neurotransmitters and hormones, but different behavioural activities, as they evolve to direct different aspects of reproduction (Fisher, 2002). The sex drive, or lust phase, evolved to predominantly motivate people to seek sex with different members of the species. The attraction phase evolved as a way to conserve mating time and energy, allowing individuals to focus their attention on genetically superior individuals (Fisher, 2002). The motivation for the final phase, was for the individuals to sustain connections with another individual long enough to finish species specific parental duties. In modern terms, this would translate to the children growing up and leaving home (Fisher, 2002). ===Psychological=== Psychological theories of love and mate-seeking tend to be more complicated than both the biological and evolutionary theories, but generally speaking, social psychologists tend to understand peoples sexual motivations from a biopsychosocial perspective{{explain}}. If we are to understand people’s attitudes, motives, and behaviours towards love we must consider their immediate situation in regards to their gender roles, social experience, social structures, and their local ecologies (Wood, 2002). [[File:Kuss.jpg|thumb|left|alt=Alt text|A couple in the midst of a romantic kiss.]] Wood and Eagley’s (2002) theory that culture, socialisation, and reproductive capacities influences both men and women’s mate seeking behaviours and motivations has a large amount of support, and for example can be seen in patriarchal societies. In this form of society, men generally hold the power, and men are given the role of protector and provider, while women are assigned the childbearing and childrearing activities (Hatfield, 2010). Sternberg (1986) theorised that the development of love and its stability has three components; this was known as the triangular theory. There are three mechanisms to this theory. The first is passion is the motivation to show infatuation along with romantic love{{grammar}}. The second is commitment or decision, which is a cognitive component that has two temporary phases. The first is the short term decision that one individual loves someone else, and the second is the long term commitment to maintaining the professed love (Bradley, 2002). Intimacy is the third mechanism, and it refers to the feelings that cause an individual to experience emotional warmth, and attachment, such as closeness, connectedness, and bondedness. Passion is considered a relatively unstable aspect of this theory whilst commitment and intimacy are seen as relatively stable (Sternberg, 1986). ===Evolutionary=== Evolutionary psychologists have proposed more than a few theories of love. Research has found that both men and women respond more to cultural and social conditions than to genetic cues (Hatfiled, 2010). Human children are for at least one quarter of their life dependent on parental help. Love has therefore been postulated to be a mechanism that promotes the support from both parents of the child or children for the period of time that they are dependent on the adults (Hatfiled, 2010). [[File:Sri Lankan woman and child.jpg|thumb|alt=Alt text|Part of human pair bonding is to aid in raising children.]] One theory has proposed that humans are designed to be monogamists{{fact}}. This theory argues that we as humans are serial monogamists, with couples who stay together living longer than those who part (Fisher, 1992; Dowling, 1996; Schmitt, 2001). One other theory that is a little more controversial is that sexually transmitted diseases cause people to favour long term relationships with the one partner. This is due to the side effects which can cause reduced fertility, harm to the foetus, and increased complications during childbirth. Remaining in long term relationships reduces the risk of contracting sexually transmitted diseases (Hatfiled, 2010). ==How does our culture shape perceptions of love?== Culture is one particular area that can influence romantic relationships, especially in adolescents. In Western societies such as the United States, love is promoted through ideas of passion and romance, whilst others cultures and ethnic groups will emphasise selflessness, family, and respect (Williams, 2010). Our culture and its norms can even impact the timing of relationship milestones (such as the first date, first kiss, and the first serious relationship) along with how love affects a romantic relationship. Crissey (2005) reported that both Hispanic and White adolescents have similar expectations for getting married at some point in their lives, but the difference was that White adolescents are more likely to date earlier than Hispanic adolescents, while Hispanic adolescents often engaged in sexual activity earlier, and with more than one partner. Due to this they also experienced higher pregnancy rates than White adolescents (Crissy, 2005). Due to the high value that is placed on family and parenthood in Mexican culture, Mexican American adolescents may experience sexual activity and pregnancy earlier than their White adolescent counterparts. Adherence to cultural beliefs can influence how individuals interpret love when in a romantic relationship, and Hispanic adolescent girls express a desire for an earlier transition from sexual activity to marriage (Chrissy, 2005). ==Lee's love styles== {{center top}} {| class="wikitable" |- ! Love Style !! What it Means |-style="background: crimson; color: white" | Eros || Physical, passionate, love of beauty. |-style="background: crimson; color: white" | Ludus || Quantity over quality. |-style="background: crimson; color: white" | Storge || Slowly develops from friendship into affectionate love. |-style="background: crimson; color: white" | Pragma || Rational. they love with their head and not their heart. |-style="background: crimson; color: white" | Mania || Obsessive lover. |-style="background: crimson; color: white" | Agape || A selfless lover. |} {{center bottom}} Lee (1973, 1988) came up with an influential approach to the psychology of love known as love styles. The metaphor of a colour wheel was used to describe that love, like colours has primary, secondary and tertiary mixes, with most of Lees’ research focused on six independent love styles (Neto, 2010). The primary love styles included Eros, Ludus, and Storge. Next was a mixture of two of each of the primary love styles which would form three of the secondary styles. They were, Pragma (mixture of Storge and Ludus), Mania (Eros and Ludus), Agape (Eros, Storge) (Neto, 2010). In Lee’s model Eros represented individuals who were emotionally intense, and is literally the love of beauty. Ludus represents in modern terms what would be known as a "player". They enjoy having multiple partners, while having no interest in making a deep commitment to a single person (Neto, 2010). They prefer quantity to quality. Storge love is a type of love that develops slowly out of friendship. Essentially, a storge lover wishes for their partner to be their best friend. Mania is characterised by insecurity and low self esteem. This often leads to feelings of jealousy and possessiveness (Neto, 2010). The agape love style is the selfless lover. They are often quite willing to make sacrifices for their lover. Pragma lovers are often rational and realistic about their expectations in their lovers. This form of love style is often seen as cold as there is a lack of emotion (Neto, 2010). Lee’s theory is still important today, with findings suggesting that men tend to be more of a ludus, whilst women of storgic or pragmatic. In teenagers, mania is often the first love style they display (Neto, 2010). Recent research has also indicated that there is a genetic link to two of Lee’s love styles. Eros has been linked with increased dopamine, while Mania has been linked with increased serotonin (Neto, 2010). ==Examples in the media== There are many movies and television shows out there which have themes of love, and here are a few examples of it. ===50 First Dates (2004)=== The movie 50 First Dates (2004) tells the story of Henry Roth, who is somewhat of a playboy, meets Lucy, a woman, whose short term memory loss causes her to forget every memory from the previous day. Henry must win the affections of his beloved each day by creating creative way to engage her. In one scene Henry meets Lucy over breakfast, and they connect, after which they both privately celebrate their first meeting. # ''How well do you think this movie portrays two people falling in love?'' # ''Do you think it is important for couples to have positive memories of when they first met? What do you believe would result if their first memories of each other were negative?'' ===Casino Royale (2006)=== [[File:James Bond at Madame Tussauds, London.jpg|thumb|alt=Alt text|Bond. James Bond (2006)]] In one of the James Bond movies, Casino Royale (2006), James Bond, played by Daniel Craig, meets his female accomplice, and later, his lover, Vesper Lynd, played by Eva Green. Their first meeting is not pleasant. # ''In comparison to the first example of 50 First Dates, the meeting of Bond and Lynd is not pleasant. Are first meetings always pleasant?'' ===How I Met Your Mother (2005)=== The television show How I Met Your Mother (2005) is about Tod Mosby retelling the story of how he met his future wife to his children. Throughout the show Ted searches for the woman of his dreams, and he believed that he found his true love in Robin. They have a romantic relationship, for a while, even saying they love each other, but they eventually break up and she later becomes known to Ted’s children as Aunt Robin. # ''Does Ted set himself up for more pain by constantly falling in love, or is it just a fundamental experience in life?'' ==Summary== We see examples of love in everyday life, whether it be on television or on the movie screen. Falling in love, for many, will produce strong feelings, and bring upon a cascade of emotions. As humans we are able to give and obtain pleasure in a variety of ways. Some pleasures relate to our biological drives, and many are both a combination of our biological and cultural heritage. The meaning of love, how we express it, and its attainment, is not completely determined by our culture, but to a large extent is shaped by it. Gaining love from others is a fundamental aspect of a satisfying life, whilst moderating your own self-love can provide you the ability to love others. ==Quiz== <quiz> {Who came up with the Triangular Theory of Love? |type="()"} - Eagly + Sternberg - Woods - Bob Dylan { What isn't a phase of love according to the biological theory? |type="()"} - Lust - Attraction - Attachment + Passion { Which emotion isn't considered to be part of the "dark side" of love? |type="()"} - Jealousy + Attraction - Excessive Dependency - Possessiveness { Why did the Ancient Greeks believe self-love was harmful? |type="()"} + Stops the formation of loving relationships - It causes a self-destructive attitude - You could die </quiz> ==See also== * [[Motivation and emotion/Book/Infidelity|Infidelity]] (Book chapter, 2011) * [[Motivation and emotion/Book/Sexual motivation|Sexual motivation]] (Book chapter, 2011) ==References== {{Hanging indent| Bradley, R. T. (2002). Love and Power, and the Development of Brain, Mind, and Agency. World Futures, 58, 175-211. Branden, N. (1994). The Six Pillars of Self-Esteem. New York: Bantam Books. Campbell, W. K., Foster, C. A., Finkel, E. J. (2002). Does Self-Love Lead to Love for Others? A Story of Narcissistic Game Playing. Journal of Personality and Social Psychology, 83(2), 340-354. Crissey, S. R. (2005). Race/ethnic differences in the marital expectations of adolescents: The role of romantic relationships. Journal of Marriage and Family, 67, 697–709. Dowling, D. S. (1996). Is Monogamy Natural? South African Journal of Philosophy, 15(3), 91. Fisher, H. (1992). The anatomy of love. New York: Norton. Fisher, H. E., Aron, A., Maskek, D., Haifang, L., & Brown, L. L. (2002). Defining the Brain Systems of Lust, Romantic Attraction, and Attachment. Archives of Sexual Behaviour, 31 (5), 413-419. Forster, J. (2010). How Love and Sex can Influence Recognition of Faces and Words: A Processing Model Account. European Journal of Social Psyhcology, 40, 524-535. Hatfield, E., Luckhurst, C., & Rapson, R. L. (2010). Sexual Motives: Cultural, Evolutionary, and Social Psychological Perspectives. Sexuality & Cultutre, 14, 173-190. Lee, J. A. (1973). The colors of love: An exploration of the ways of loving. Toronto: New Press. Lee, J. A. (1988). Love-styles. In R. J. Sternberg & M. L. Barnes (Eds.), The psychology of love (pp. 38-67). New Haven, CT: Yale University Press. Määttä, K. (2010). How to Learn to Love – How to Guide the Young to Love? Georgian Electronic Scientific Journal: Education Science and Psychology, 2 (17), 47-53. Neto, F. (2010). Explorations of PsychologyEXPLORATIONS OF PSYCHOLOGY THROUGH ART: LOVE STYLES. College Student Journal, 44(2), 448-457. Schmitt, D. P., Shakelford, T. K., Duntley, J., Tooke, W., & Buss, D. M. (2001). The Desire for Sexual Variety as a Key to Understanding Basic Human Mating Strategies. Personal Relationships, 8, 425-455. Sternberg, R. J. (1986). A Triangular Theory of Love. Psychological Review, 93, 2: 119–135. Williams, L. R., & Hickle, K. E. (2010). “I Know What Love Means”: Qualitative Descriptions From Mexican American and White Adolescents. Journal of Human Behaviour in the Social Environment, 20, 581-600. Wood, W., & Eagly, A. H. (2002). A cross-cultural analysis of the behavior of women and men: Implications for the origins of sex differences. Psychological Bulletin, 128, 699–727. }} [[Category:Motivation and emotion/Book/Love]] 2014pd0sybiiglrl2wrabyaer3l0qjv 0 139384 2814567 2813271 2026-06-08T13:53:47Z Young1lim 21186 /* Adder */ 2814567 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.1.A.CLA.20260109.pdf|org]], [[Media:VLSI.Arith.2A.CLA.20260608.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20260608.pdf|B]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 00u8zoxvenj5vgpgoh4fwrhcq8lr4zk 0 150651 2814703 2191943 2026-06-08T22:15:58Z Jtneill 10242 /* External links */ Tidy 2814703 wikitext text/x-wiki {{title|Time perspective and emotion:<br>How does time perspective affect emotion?}} {{MECR|1=http://www.screenr.com/d96H}} __TOC__ ==Overview== [[File:Orloj-AstronomicalDial.jpg|right|400px|thumb]] {| cellpadding="10" cellspacing="5" style="float: Left; width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"Sometimes I would sleep two hours or eighteen hours, and I couldn’t tell the difference. That is an experience I think we all can appreciate. It’s the problem of psychological time. It’s the problem of humans. What is time? We don’t know."'''''}} <big><big> - Michel Siffre (2008)</big></big> {{center bottom}} |} <br> <br> <br> <br> <br> <br> <br> ===What is time perspective?=== Time perspective refers to ones subjective sense of time and is a field of research in both psychology and neuroscience. Time itself is an immaterial and omnipresent part of everybody's life, and is judged by the individual in terms of their own perspective of the continuous unfolding events that make up life, time perspective taking presidence in our minds just as much as the five senses: sight, smell, touch, taste and sound even though it lacks any kind of specific specialized sensory apparatus (Droit-Volet, Fayolle, & Gil, 2011). Time perspective itself is a phenomenon that although it is possessed by everyone is perceived in a way unique to every individual, with ones unique experience with it being impossible to be directly experienced or fully understood by another individual although it can be measured through a variety of scientific experiments (Droit-Volet & Gil, 2009). Although most people think of time in the 24 hours in a day sense, the human brain often sways and drifts from this outside measured setup of physical events. There are often many differences between perceived time and measured time, as perceived time itself acts upon an illusionary basis and is often distorted by other naturally occurring phenomenon, with time perspective being noted as being particularly easy to manipulate in experimental conditions (Eagleman, 2008). One clear example of the differences between perceived and measured time can be found in Michel Siffre's two cave isolation experiments where he experienced huge variations between what he perceived in relation to time and what really passed. By the end of the experiments he had adapted huge random variations in his sleep-wake cycles, which ranged between 18 and 52 hours rather then the standard 24 hour cycle of daylight/night. As well as misjudging how long he had been down there by a significant amount, after his first experiment guessing that he had been down there for 34 days when he had been gone for 59 (Halberg et al, 1970). For something so seemingly important it is surprising how easily time perspective can be is manipulated, with a wide array of different phenomenons having a direct influence on it. Some things that have been proven to affect time perspective are as follows: temperature, age, psychoactive drugs, some medications, schizophrenia, parkinson's, ADHD and emotional states (Stetson, Fiesta & Eagleman, 2007; Wearden & Penton-Voak, 1995; Wittmann, Leland, Churan & Paulus, 2007). There are also a few other recorded effects that can cause time to be misperceived, one recorded effect where this occurs being labeled the oddball effect where unusual memories (often fear or danger related) are remembered as taking or occurring longer then they really did (Eagleman, 2001). Overall though the misperceptions that distorted time perspective take can generally be categorized into two categories: overestimation where time is judged to have moved slower then it really did and underestimated where time is judged to have moved faster then it really did (Gil, Niedenthal & Droit-Volet, 2007). One other type of distortion that commonly occurs in an individuals sense of time are temporal illusions, which occur when the time gap between two stimuli is very small usually starting at around ~80 msec. This is due to the inability of the brain to properly distinguish between the two events causing them to be perceived as a single stimuli (Stetson, Fiesta & Eagleman, 2007). Distortions due to temporal illusions can be useful though, TV and movies working through this effect to generate the illusion of a moving picture by showing multiple frames per second. ===Time perspective over the lifetime=== Another interesting feature of time perspective is that it changes over an individuals lifespan, usually speeding up as they get older. It has been said that although children live in time; reacting strongly to any perceived fluctuation in their personal schedule they are incapable of measuring time unless distinctly instructed to, while very young children (age 0-4) are usually incapable of properly perceiving and reflecting on the everyday events that make up and individuals perspective of time (Kolb et al, 2012). Once individuals develop enough to make memories though they often report later on that time seems to speed up as they grow older, with those in their later stages of life noting a marked difference between their present and past perspectives of time. There are a number of suggested reasons for this but the most common is probably that as children have experienced far less experiences and as such everyday events tend to be more exciting and arousing for them, making them more memorable which when combined with a child's more immature mental processes cause them to overestimate how much time has passed. An adult doing the same everyday tasks would likely have done them many times before allowing neural adaption to occur, a phenomena that involves the individuals brain sufficiently mapping the procedure to the point that they are able to preform the tasks on autopilot (Eagleman, 2008). ===Models of the mechanism and physiology of time perspective=== In research on time perspective the traditional or classic models of the mechanisms of neural and interval timing have all been variants of a pacemaker-accumulator clock model often based somewhat off and derived from scalar timing theory where an internal oscillator (pacemaker) produces a series of pulses at a given rate like a clock, which are used to internally measure and judge the time a stimulus or event takes (Wittmann, 2009; Gil, Rousset & Droit-Volet, 2009). This model explains time distortions as events that distract the individual or cause the individual to focus more intently on the given stimuli causing the individual to count less or more ticks respectively causing them to incorrectly conclude how long it had been (Eagleman & Pariyadath, 2009). The events that cause the distractions themselves have been suggested to be attributed to attention based and arousal based mechanisms, attention based mechanisms distracting the individual and losing pulses slowing down perceived time and arousal based mechanisms generating extra pulses speeding up time perception (Droit-Volet, Fayolle & Gil, 2011). However this traditional model is beginning to fall out of favor mainly due to the little support that can be found for it on a physiological basis. One new model that has seen some support is the striatal beat-frequency model of interval timing which measures time using the oscillatory activity of brain cells in the upper cortex the frequency of which is then detected and measured by certain cells in the dorsal striatum (Buhusi & Meck, 2005). Overall though the exact mechanism of time perspective is still fairly poorly understood and requires more research to be done on the subject. The physiology of time perspective likewise doesn't have a definite answer though a number of regions have been implicated as playing a role in time perspective. The system appears to be fairly highly distributed with the cerebellum, cerebral cortex, basal ganglia, right posterior parietal cortex, right prefrontal cortex as well as the fronto-striatal circuits all being implied to play a role (Onoe et al, 2001; Wittmann, 2009). Biochemically wise acetylcholine and dopamine levels are also strongly suggested to play a role in the accurate functioning of time perception (Meck, 1996). ===Types of time perspective: looking at the future and past=== Through a psychological perspective time perspective is also looked at in terms of types, in a manner somewhat akin to the setup of personality types through a couple of different models. In these models time perspective is seen as the total sum of an individuals view of his psychological future and past at a given moment, in essence being looked at as how one looks upon their own history and what they desire to do (Zimbardo & Boyd, 1999). The basic setup of these models is that the time perspective of the individual is looked at as how much one focuses upon the past, present and future and determining from that what kind of time focused perspective they have, and from that a number of personality features that the individual is likely to have including emotionality, decision making skills and patience (Zimbardo & Boyd, 1999). This way of modeling an individuals time perspective is fairly new however, only really coming into providence over the past 15 years mainly due to the work of Philip Zimbardo on the subject and his creation of the Zimbardo Time Perspective Inventory (ZTPI), with the majority of research on the subject being based off of his research or focusing on the benefits of future over past orientated time perspective (D'Alessio, Guarino, De Pascalis & Zimbardo, 2003). ===Emotion=== When it comes down to it time perspective and emotion are actually quite linked, both through emotions effect on time perception as an ongoing input of events and as the types of time perceptions effect on emotionality. In its most basic form emotion is essentially a state of physiological arousal combined with an appropriate cognition, which is usually caused by an individual evaluating an event during which they evaluate if it is worthy of their attention (Noulhiane et al, 2007). As such emotions work upon both the arousal and attention processes that can manipulate an individuals internal sense of time, enabling them to quite strongly act upon ones perspective of time. This has not gone unnoticed by the wider psychological and neurological communities and as such there is a wide array of literature on the subject looking at many different facets of the issue. Time perspective works upon emotion as well though, with some evidence that people actually find tasks more enjoyable when they realize they have underestimated how much time has passed and seemingly long periods of boredom caused by overestimation sometimes generating negative emotions themselves (Sackett et al, 2010). Perspective types also work upon emotion the same way certain personality types are more prone to certain emotional states and preforming certain behaviors. As such emotion has a lot to do with time perspective through its many facets, providing the strongest and widest branching effects on time perception and being effected by it in return. ==Impact of emotions on Time perspective== {| cellpadding="10" cellspacing="5" style="float: Left; width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"Ticking away the moments that make up a dull day, fritter and waste the hours in an offhand way."'''''}} <big><big> - Pink Floyd (Time, 1973)</big></big> {{center bottom}} |} ===Happiness and enjoyable tasks=== The idea that time speeds up when doing enjoyable tasks is a fairly universal belief, with almost everyone at some point or another finding themselves thinking "that was over too soon" after ending an enjoyable activity way too quickly for their liking. Contrary to popular belief however there is little evidence that positive emotionality causes underestimation of time at all, with findings suggesting that if there is an underestimation effect at all it is either smaller then other emotions or causes a overestimation of time instead (Gil, Rousset & Droit-Volet, 2009; Kellaris & Kent, 1992). One given explanation for this is that although happy emotions do generate arousal, they are more passive then negative emotions and are still prone to attention slipping through distraction. One other explanation for the wide belief that time fly's when your having fun can be found in Sackett et al's (2010) study where individuals under experimental conditions rated boring tasks as more enjoyable when they were tricked into underestimating how much time had passed. The same study also found that people that believed that time flies when having fun were more likely to report the phenomena occurring, turning the whole thing into a self fulfilling prophecy. ===Boring and dull tasks=== The popular belief that dull tasks drag on forever is also fairly well known, but unlike the belief that time flies in enjoyable circumstances this belief seems to be more grounded in reality. Having nothing interesting to do or preforming a dull task on autopilot inevitably slows down ones mental processes, which although not exactly distracting do generate very little arousal leaving nothing to be distracted from ones internal clock by (O’Brien, Anastasio & Bushman, 2011). On a positive note though the dullness only lasts in the present moment, the brain generally remembering very little from the event as opposed to how it remembers unusual or highly arousing and complicated events. Some personality traits seem to enhance and deaden this effect as well, one example of which can be found in O’Brien, Anastasio and Bushman's (2011) study which found that the trait of entitlement in individuals caused time to move even slower for them in dull tasks. ===Sadness and Depression=== Studies done on sadness and depressions effect on time management indicate that although both do have an slowing effect on time perception it is not very strong, with some studies not being able to find any effect at all (Droit-Volet, Fayolle & Gil, 2011; Gil & Droit-Volet, 2009). The effect of sadness and depression seems to rely more upon attention based process itself, individuals feeling this way reporting low levels of arousal and a slowing down of mental processes (Droit-Volet, Fayolle & Gil, 2011). In regards to depression a distorted sense of time is actually one of its criteria's found in the old DSM IV, with individuals reporting a strong, slow time perspective. This may be related to chronically low levels of dopamine however, low dopamine being found to have a slowing effect on time (Meck, 1996). ===Fight or Flight: Fear and danger=== Out of all of the different types of emotions, fear is the one with the strongest effect on time perspective. Fear itself is a survival mechanism that generates a huge amount of arousal, coming into play when an individual comes across a dangerous or threatening stimuli to which time seems to slow down and the fight or flight response kicks in. In its most basic form the fight or flight response is the body's preparation for either conflict or escape and its activation prompts a large amount of temporary physiological changes in the body, some of which have been shown to effect the perception of time (Gil, Niedenthal & Droit-Volet, 2007; Wittmann, 2009). In addition to the huge arousal rush many situations that incite fear also fall under the oddball effect, where as the stimulus is unusual it's memory is retained by the brain in greater detail which can be mistaken as lasting for a longer period of time then it truly did (Eagleman, 2001). ==Individual types of time perspective and emotion== As briefly touched upon before in psychology time perspective is also looked at in terms of types, in a manner somewhat similar to personality types. In the current research there is two major models of perspective type, the first and oldest being past and future orientations and the second being the Zimbardo Time Perspective Inventory: ===Past and Future temporal orientation=== Past and future styles of temporal orientation have been a subject of study for far longer then Zimbardo's Stanford Time Perspective Inventory and essentially makes up the basic building blocks of the inventory. It isn't exactly a proper theory or model though being closer in nature to a grouping of temporal constructs. In any case temporal orientation involves a predominate focus upon one of the three time zones (past, present and future) that in turn works together with ones overarching temporal perspective to create a kind of cognitive response bias that filters and interprets ones everyday life, strongly influencing one's thoughts, emotions and behavior (Holman & Silver, 1998). In relation to emotion those with a past focused temporal orientation tend to be worst off, being focused predominately on the past having negative consequences for identity, personal achievement, and self satisfaction. Past time orientation is also noted as being particularly bad when combined with highly traumatic events which can create a mental sinkhole that the individual cannot climb out of, suffering from chronic levels of stress and temporal disintegration and having their sense of identity threatened (Holman & Silver, 1998). Future focused temporal orientation is judged to be much healthier for mental health and well-being, though like past focused individuals can suffer from identity, personal achievement, and self satisfaction problems in some situations. Emotionally they tend to be more stable, and very goal focused but are less socially focused and can seem more outwardly cold. Those with a future oriented personality will often change their goals into more emotionally focused ones when they feel they are near the end of their lives (Lang & Carstensen, 2002). ===The Zimbardo Time Perspective Inventory=== The Zimbardo Time Perspective Inventory was created by Philip Zimbardo and is the most advanced and well used perspective type model today. The inventory itself works somewhat like the big five personality test in that individuals have a score in each of the five categories, with the category they score highest in being their major perspective type. Each of these time perspectives have different effects on individuals personalities and emotionality and exert a dynamic influence on many important judgments, decisions, and actions (Zimbardo & Boyd, 1999). A table of the five types of time perspectives in the inventory based off of the information given by its creators in Zimbardo & Boyd (1999) is as follows: {| class="wikitable" |- ! Type !! Focus and traits |- |'''Past-negative'''|| Focuses on negative, aversive personal experiences. This can often lead to feelings of bitterness and regret and other such negative emotions. |- |'''Past-positive'''|| Focuses on happy past events, taking a nostalgic view of the past. Tend to be family orientated and overall experience more positive and happy relationships then the other types. Often more cautious and conservative in their approaches to new ideas and events however. |- |'''Present-hedonistic'''|| Dominated by impulsive hedonistic pleasure seeking, and an inability to postpone immediate pleasures. Often happier and more popular with extroverted tendencies. Often less healthy and prone to risk taking and destructive behaviors however. |- |'''Present-fatalistic'''|| Overwhelming feeling of being trapped in the present and being unable to change the inevitability of the future. Often leads to anxiety, and depression due to feelings of powerlessness and can often induce fatalistic and risk taking behaviors. |- |'''Future-focused'''|| Highly ambitious, goal focused, reward dependent and systematic. Often more time focused and prone to feeling a nagging sense of urgency that often causes stress in the individual and makes them harder to interact with socially. Often willing to sacrifice social relationships and recreational time with low sensation and novelty seeking. |} As can be seen each type has its own unique features, generating different emotional states and behaviors. It must be noted however that these types are not classified as stationary, being able to change over an individuals lifetime (Zimbardo & Boyd, 1999). This means that an individual can attempt to change his perspective though how exactly one does this is still little understood and what research has been done suggests that it is quite difficult. ==Can one control time perspective to better oneself and improve their life?== In theory the act of controlling ones time perspective can seem quite attractive. On a straightforward blow for blow approach to manipulate how fast or slow time moves for a person though doesn't work very well in practice, as the act of trying to regulate ones emotions actually causes one's time perspective to slow down (Vohs & Schmeichel, 2003). Changing ones time perspective type however can be done, and is even recommended in some certain cases, one example being someone with a traumatic past and a past orientated time perspective. This is even recommended in the case of Zimbardo's Time Perspective Inventory, as each personality type has its strengths and weaknesses- some more then others. In any case what is recommended is a mixture of all types of perspective to some degree, Zimbardo's Time Perspective Inventory even having an idealized time perspective score. Zimbardo's ideal score involves a high level of past-positive, a moderately high level of future orientation, a moderate level of selected present hedonism and low levels of both Past-negative and Present-fatalistic which in theory would generate a happier, healthier and more successful personality (Zimbardo & Boyd, 2008). As mentioned in brief before though exactly how to change ones own time perspective is still kind of vague and what information is given mentions its difficulty. Nevertheless there is some advice on the subject to be found, with Zimbardo & Boyd's (2008) book advising three key thought process to enable change: an understanding of relativity, consistent awareness, and continuous conscious effort. As such although it is difficult it is possible to change ones time perspective to improve their life, a change from a maladaptive perspective type doing wonders for severe negative emotional issues such as depression and severe stress. ==Conclusion== {| cellpadding="10" cellspacing="5" style="float: Left; width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"For us convinced physicists, the distinction between past, present, and future is an illusion, although a persistent one."'''''}} <big><big> - Albert Einstein</big></big> {{center bottom}} |} In conclusion emotion is quite intertwined with time perspective, both through an immediate reaction basis and through types of perspective. Time perspective itself is based on an illusionary basis, and is easily distorted away from outside measured time, emotional distractions generally being the cause of this. Time perspective can be slowed down or speed up depending on what emotion is distorting the individuals internal clock and the exact nature of the emotion generating stimuli. Time perspective also effects emotions through different types of time perspective, different types enacting different effects on ones personality and emotional state. Individuals can also attempt to better themselves by changing how they view time perspective which if successful often greatly improves present negative emotional states. ==See also== [[Motivation and emotion/Book/2013/Fear|Fear]] [[Motivation and emotion/Book/2013/Joy|Joy]] [[Motivation and emotion/Book/2013/Sadness|Sadness]] [[Motivation and emotion/Book/2013/Uninteresting_tasks_and_motivation|Uninteresting tasks and motivation]] ==References== {{Hanging indent|1= Buhusi, C., & Meck, W. (2005). What makes us tick? Functional and neural mechanisms of interval timing, ''Nature Reviews Neuroscience, 6''(10), 755-765. doi:10.1038/nrn1764 <br> D'Alessio, M., Guarino, A., De Pascalis, V., & Zimbardo, P. (2003). Testing Zimbardo's Stanford Time Perspective Inventory (STPI)-Short Form An Italian Study. ''Time & Society, 12''(2-3), 333-347. doi: doi: 10.1177/0961463X030122010 Droit-Volet, S., Fayolle, S., & Gil, S. (2011). Emotion and time perception: effects of film-induced mood, ''Frontiers in integrative neuroscience, 5'', 33. doi: 10.3389/fnint.2011.00033 Droit-Volet, S., & Gil, S. (2009). The time–emotion paradox, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1943-1953. doi: 10.1098/rstb.2009.0013 Eagleman, D. (2001). Visual illusions and neurobiology. ''Nature Reviews Neuroscience, 2''(12), 920-926. doi: 10.1038/35104092 Eagleman, D. (2008). Human time perception and its illusions, ''Current opinion in neurobiology, 18''(2), 131-136. doi: 10.1016/j.conb.2008.06.002 Eagleman, D., & Pariyadath, V. (2009). Is subjective duration a signature of coding efficiency?, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1841-1851. doi: 10.1098/rstb.2009.0026 Gil, S., & Droit-Volet, S. (2009). Time perception, depression and sadness. ''Behavioural Processes, 80''(2), 169-176. doi: 10.1016/j.beproc.2008.11.012 Gil, S., Niedenthal, P., & Droit-Volet, S. (2007). Anger and time perception in children, ''Emotion, 7''(1), 219-225. doi: 10.1037/1528-3542.7.1.219 Gil, S., Rousset, S., & Droit-Volet, S. (2009). How liked and disliked foods affect time perception. ''Emotion, 9''(4), 457-463. doi: 10.1037/a0015751 Halberg, F., Reinberg, A., Haus, E., Ghata, J., & Siffre, M. (1970). Human biological rhythms during and after several months of isolation underground in natural caves, ''Bulletin of the National Speleological Society, 32''(4), 89-115. Holman, E., & Silver, R. (1998). Getting" stuck" in the past: temporal orientation and coping with trauma. ''Journal of personality and social psychology, 74''(5), 1146-1163. doi: 10.1037/0022-3514.74.5.1146 Kellaris, J., & Kent, R. (1992). The influence of music on consumers' temporal perceptions: does time fly when you're having fun?, ''Journal of Consumer Psychology, 1''(4), 365-376. Kolb, B., Mychasiuk, R., Muhammad, A., Li, Y., Frost, D., & Gibb, R. (2012). Experience and the developing prefrontal cortex, ''Proceedings of the National Academy of Sciences, 109''(Supplement 2), 17186-17193. doi:10.1073/pnas.1121251109 Lang, F., & Carstensen, L. (2002). Time counts: future time perspective, goals, and social relationships, ''Psychology and aging, 17''(1), 125-139. doi: 10.1037/0882-7974.17.1.125 Meck, W. (1996). Neuropharmacology of timing and time perception. ''Cognitive Brain Research, 3''(3), 227-242. doi: 10.1016/0926-6410(96)00009-2 Noulhiane, M., Mella, N., Samson, S., Ragot, R., & Pouthas, V. (2007). How emotional auditory stimuli modulate time perception. ''Emotion, 7''(4), 697-704. doi: 10.1037/1528-3542.7.4.697 O’Brien, E., Anastasio, P., & Bushman, B. (2011). Time Crawls When You’re Not Having Fun: Feeling Entitled Makes Dull Tasks Drag On, ''Personality and Social Psychology Bulletin, 37''(10), 1287-1296. doi: 10.1177/0146167211408922 Onoe, H., Komori, M., Onoe, K., Takechi, H., Tsukada, H., & Watanabe, Y. (2001). Cortical networks recruited for time perception: a monkey positron emission tomography (PET) study, ''Neuroimage, 13''(1), 37-45. doi: 10.1006/nimg.2000.0670 Sackett, A., Meyvis, T., Nelson, L., Converse, B., & Sackett, A. (2010). You’re Having Fun When Time: Flies The Hedonic Consequences of Subjective Time Progression, ''Psychological Science, 21''(1), 111-117. doi: 10.1177/0956797609354832 Stetson, C., Fiesta, M., & Eagleman, D. (2007). Does time really slow down during a frightening event?, ''PLoS One, 2''(12), e1295. doi:10.1371/journal.pone.0001295 Wearden, J., & Penton-Voak, I. (1995). Feeling the heat: Body temperature and the rate of subjective time, revisited, ''The Quarterly Journal of Experimental Psychology, 48''(2), 129-141. doi: 10.1080/14640749508401443 Wittmann, M. (2009). The inner experience of time, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1955-1967. doi: 10.1098/rstb.2009.0003 Wittmann, M., Leland, D., Churan, J., & Paulus, M. (2007). Impaired time perception and motor timing in stimulant-dependent subjects. ''Drug and alcohol dependence, 90''(2), 183-192. doi:10.1016/j.drugalcdep.2007.03.005 Vohs, K., & Schmeichel, B. (2003). Self-regulation and extended now: Controlling the self alters the subjective experience of time, ''Journal of personality and social psychology, 85''(2), 217-230. doi: 10.1037/0022-3514.85.2.217 Zimbardo, P., & Boyd, J. (1999). Putting time in perspective: A valid, reliable individual-differences metric, ''Journal of personality and social psychology, 77''(6), 1271-1288. doi: 10.1037/0022-3514.77.6.1271 Zimbardo, P., & Boyd, J. (2008). The time paradox: The new psychology of time that will change your life. New York: Simon and Schuster }} ==External links== * Take Zimbardo's Time Perspective Inventory: http://www.thetimeparadox.com/surveys/ * More info on Zimbardo's Time Perspective Inventory types: http://www.thetimeparadox.com/2008/08/03/an-overview-of-time-perspective-types/ * Quantum entanglement and time: http://www.newscientist.com/article/dn24473-entangled-toy-universe-shows-time-may-be-an-illusion.html#.UnaUiflgfwh [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Time perspective]] ebsy83l8hf27glmz6jjp4ihdgbt8v8z 2814828 2814703 2026-06-09T07:52:18Z Jtneill 10242 /* Overview */ 2814828 wikitext text/x-wiki {{title|Time perspective and emotion:<br>How does time perspective affect emotion?}} {{MECR|1=http://www.screenr.com/d96H}} __TOC__ ==Overview== [[File:Orloj-AstronomicalDial.jpg|right|200px|thumb]] {| cellpadding="10" cellspacing="5" style="float: Left; width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"Sometimes I would sleep two hours or eighteen hours, and I couldn’t tell the difference. That is an experience I think we all can appreciate. It’s the problem of psychological time. It’s the problem of humans. What is time? We don’t know."'''''}} <big><big> - Michel Siffre (2008)</big></big> {{center bottom}} |} <br> <br> <br> <br> <br> <br> <br> ===What is time perspective?=== Time perspective refers to ones subjective sense of time and is a field of research in both psychology and neuroscience. Time itself is an immaterial and omnipresent part of everybody's life, and is judged by the individual in terms of their own perspective of the continuous unfolding events that make up life, time perspective taking presidence in our minds just as much as the five senses: sight, smell, touch, taste and sound even though it lacks any kind of specific specialized sensory apparatus (Droit-Volet, Fayolle, & Gil, 2011). Time perspective itself is a phenomenon that although it is possessed by everyone is perceived in a way unique to every individual, with ones unique experience with it being impossible to be directly experienced or fully understood by another individual although it can be measured through a variety of scientific experiments (Droit-Volet & Gil, 2009). Although most people think of time in the 24 hours in a day sense, the human brain often sways and drifts from this outside measured setup of physical events. There are often many differences between perceived time and measured time, as perceived time itself acts upon an illusionary basis and is often distorted by other naturally occurring phenomenon, with time perspective being noted as being particularly easy to manipulate in experimental conditions (Eagleman, 2008). One clear example of the differences between perceived and measured time can be found in Michel Siffre's two cave isolation experiments where he experienced huge variations between what he perceived in relation to time and what really passed. By the end of the experiments he had adapted huge random variations in his sleep-wake cycles, which ranged between 18 and 52 hours rather then the standard 24 hour cycle of daylight/night. As well as misjudging how long he had been down there by a significant amount, after his first experiment guessing that he had been down there for 34 days when he had been gone for 59 (Halberg et al, 1970). For something so seemingly important it is surprising how easily time perspective can be is manipulated, with a wide array of different phenomenons having a direct influence on it. Some things that have been proven to affect time perspective are as follows: temperature, age, psychoactive drugs, some medications, schizophrenia, parkinson's, ADHD and emotional states (Stetson, Fiesta & Eagleman, 2007; Wearden & Penton-Voak, 1995; Wittmann, Leland, Churan & Paulus, 2007). There are also a few other recorded effects that can cause time to be misperceived, one recorded effect where this occurs being labeled the oddball effect where unusual memories (often fear or danger related) are remembered as taking or occurring longer then they really did (Eagleman, 2001). Overall though the misperceptions that distorted time perspective take can generally be categorized into two categories: overestimation where time is judged to have moved slower then it really did and underestimated where time is judged to have moved faster then it really did (Gil, Niedenthal & Droit-Volet, 2007). One other type of distortion that commonly occurs in an individuals sense of time are temporal illusions, which occur when the time gap between two stimuli is very small usually starting at around ~80 msec. This is due to the inability of the brain to properly distinguish between the two events causing them to be perceived as a single stimuli (Stetson, Fiesta & Eagleman, 2007). Distortions due to temporal illusions can be useful though, TV and movies working through this effect to generate the illusion of a moving picture by showing multiple frames per second. ===Time perspective over the lifetime=== Another interesting feature of time perspective is that it changes over an individuals lifespan, usually speeding up as they get older. It has been said that although children live in time; reacting strongly to any perceived fluctuation in their personal schedule they are incapable of measuring time unless distinctly instructed to, while very young children (age 0-4) are usually incapable of properly perceiving and reflecting on the everyday events that make up and individuals perspective of time (Kolb et al, 2012). Once individuals develop enough to make memories though they often report later on that time seems to speed up as they grow older, with those in their later stages of life noting a marked difference between their present and past perspectives of time. There are a number of suggested reasons for this but the most common is probably that as children have experienced far less experiences and as such everyday events tend to be more exciting and arousing for them, making them more memorable which when combined with a child's more immature mental processes cause them to overestimate how much time has passed. An adult doing the same everyday tasks would likely have done them many times before allowing neural adaption to occur, a phenomena that involves the individuals brain sufficiently mapping the procedure to the point that they are able to preform the tasks on autopilot (Eagleman, 2008). ===Models of the mechanism and physiology of time perspective=== In research on time perspective the traditional or classic models of the mechanisms of neural and interval timing have all been variants of a pacemaker-accumulator clock model often based somewhat off and derived from scalar timing theory where an internal oscillator (pacemaker) produces a series of pulses at a given rate like a clock, which are used to internally measure and judge the time a stimulus or event takes (Wittmann, 2009; Gil, Rousset & Droit-Volet, 2009). This model explains time distortions as events that distract the individual or cause the individual to focus more intently on the given stimuli causing the individual to count less or more ticks respectively causing them to incorrectly conclude how long it had been (Eagleman & Pariyadath, 2009). The events that cause the distractions themselves have been suggested to be attributed to attention based and arousal based mechanisms, attention based mechanisms distracting the individual and losing pulses slowing down perceived time and arousal based mechanisms generating extra pulses speeding up time perception (Droit-Volet, Fayolle & Gil, 2011). However this traditional model is beginning to fall out of favor mainly due to the little support that can be found for it on a physiological basis. One new model that has seen some support is the striatal beat-frequency model of interval timing which measures time using the oscillatory activity of brain cells in the upper cortex the frequency of which is then detected and measured by certain cells in the dorsal striatum (Buhusi & Meck, 2005). Overall though the exact mechanism of time perspective is still fairly poorly understood and requires more research to be done on the subject. The physiology of time perspective likewise doesn't have a definite answer though a number of regions have been implicated as playing a role in time perspective. The system appears to be fairly highly distributed with the cerebellum, cerebral cortex, basal ganglia, right posterior parietal cortex, right prefrontal cortex as well as the fronto-striatal circuits all being implied to play a role (Onoe et al, 2001; Wittmann, 2009). Biochemically wise acetylcholine and dopamine levels are also strongly suggested to play a role in the accurate functioning of time perception (Meck, 1996). ===Types of time perspective: looking at the future and past=== Through a psychological perspective time perspective is also looked at in terms of types, in a manner somewhat akin to the setup of personality types through a couple of different models. In these models time perspective is seen as the total sum of an individuals view of his psychological future and past at a given moment, in essence being looked at as how one looks upon their own history and what they desire to do (Zimbardo & Boyd, 1999). The basic setup of these models is that the time perspective of the individual is looked at as how much one focuses upon the past, present and future and determining from that what kind of time focused perspective they have, and from that a number of personality features that the individual is likely to have including emotionality, decision making skills and patience (Zimbardo & Boyd, 1999). This way of modeling an individuals time perspective is fairly new however, only really coming into providence over the past 15 years mainly due to the work of Philip Zimbardo on the subject and his creation of the Zimbardo Time Perspective Inventory (ZTPI), with the majority of research on the subject being based off of his research or focusing on the benefits of future over past orientated time perspective (D'Alessio, Guarino, De Pascalis & Zimbardo, 2003). ===Emotion=== When it comes down to it time perspective and emotion are actually quite linked, both through emotions effect on time perception as an ongoing input of events and as the types of time perceptions effect on emotionality. In its most basic form emotion is essentially a state of physiological arousal combined with an appropriate cognition, which is usually caused by an individual evaluating an event during which they evaluate if it is worthy of their attention (Noulhiane et al, 2007). As such emotions work upon both the arousal and attention processes that can manipulate an individuals internal sense of time, enabling them to quite strongly act upon ones perspective of time. This has not gone unnoticed by the wider psychological and neurological communities and as such there is a wide array of literature on the subject looking at many different facets of the issue. Time perspective works upon emotion as well though, with some evidence that people actually find tasks more enjoyable when they realize they have underestimated how much time has passed and seemingly long periods of boredom caused by overestimation sometimes generating negative emotions themselves (Sackett et al, 2010). Perspective types also work upon emotion the same way certain personality types are more prone to certain emotional states and preforming certain behaviors. As such emotion has a lot to do with time perspective through its many facets, providing the strongest and widest branching effects on time perception and being effected by it in return. ==Impact of emotions on Time perspective== {| cellpadding="10" cellspacing="5" style="float: Left; width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"Ticking away the moments that make up a dull day, fritter and waste the hours in an offhand way."'''''}} <big><big> - Pink Floyd (Time, 1973)</big></big> {{center bottom}} |} ===Happiness and enjoyable tasks=== The idea that time speeds up when doing enjoyable tasks is a fairly universal belief, with almost everyone at some point or another finding themselves thinking "that was over too soon" after ending an enjoyable activity way too quickly for their liking. Contrary to popular belief however there is little evidence that positive emotionality causes underestimation of time at all, with findings suggesting that if there is an underestimation effect at all it is either smaller then other emotions or causes a overestimation of time instead (Gil, Rousset & Droit-Volet, 2009; Kellaris & Kent, 1992). One given explanation for this is that although happy emotions do generate arousal, they are more passive then negative emotions and are still prone to attention slipping through distraction. One other explanation for the wide belief that time fly's when your having fun can be found in Sackett et al's (2010) study where individuals under experimental conditions rated boring tasks as more enjoyable when they were tricked into underestimating how much time had passed. The same study also found that people that believed that time flies when having fun were more likely to report the phenomena occurring, turning the whole thing into a self fulfilling prophecy. ===Boring and dull tasks=== The popular belief that dull tasks drag on forever is also fairly well known, but unlike the belief that time flies in enjoyable circumstances this belief seems to be more grounded in reality. Having nothing interesting to do or preforming a dull task on autopilot inevitably slows down ones mental processes, which although not exactly distracting do generate very little arousal leaving nothing to be distracted from ones internal clock by (O’Brien, Anastasio & Bushman, 2011). On a positive note though the dullness only lasts in the present moment, the brain generally remembering very little from the event as opposed to how it remembers unusual or highly arousing and complicated events. Some personality traits seem to enhance and deaden this effect as well, one example of which can be found in O’Brien, Anastasio and Bushman's (2011) study which found that the trait of entitlement in individuals caused time to move even slower for them in dull tasks. ===Sadness and Depression=== Studies done on sadness and depressions effect on time management indicate that although both do have an slowing effect on time perception it is not very strong, with some studies not being able to find any effect at all (Droit-Volet, Fayolle & Gil, 2011; Gil & Droit-Volet, 2009). The effect of sadness and depression seems to rely more upon attention based process itself, individuals feeling this way reporting low levels of arousal and a slowing down of mental processes (Droit-Volet, Fayolle & Gil, 2011). In regards to depression a distorted sense of time is actually one of its criteria's found in the old DSM IV, with individuals reporting a strong, slow time perspective. This may be related to chronically low levels of dopamine however, low dopamine being found to have a slowing effect on time (Meck, 1996). ===Fight or Flight: Fear and danger=== Out of all of the different types of emotions, fear is the one with the strongest effect on time perspective. Fear itself is a survival mechanism that generates a huge amount of arousal, coming into play when an individual comes across a dangerous or threatening stimuli to which time seems to slow down and the fight or flight response kicks in. In its most basic form the fight or flight response is the body's preparation for either conflict or escape and its activation prompts a large amount of temporary physiological changes in the body, some of which have been shown to effect the perception of time (Gil, Niedenthal & Droit-Volet, 2007; Wittmann, 2009). In addition to the huge arousal rush many situations that incite fear also fall under the oddball effect, where as the stimulus is unusual it's memory is retained by the brain in greater detail which can be mistaken as lasting for a longer period of time then it truly did (Eagleman, 2001). ==Individual types of time perspective and emotion== As briefly touched upon before in psychology time perspective is also looked at in terms of types, in a manner somewhat similar to personality types. In the current research there is two major models of perspective type, the first and oldest being past and future orientations and the second being the Zimbardo Time Perspective Inventory: ===Past and Future temporal orientation=== Past and future styles of temporal orientation have been a subject of study for far longer then Zimbardo's Stanford Time Perspective Inventory and essentially makes up the basic building blocks of the inventory. It isn't exactly a proper theory or model though being closer in nature to a grouping of temporal constructs. In any case temporal orientation involves a predominate focus upon one of the three time zones (past, present and future) that in turn works together with ones overarching temporal perspective to create a kind of cognitive response bias that filters and interprets ones everyday life, strongly influencing one's thoughts, emotions and behavior (Holman & Silver, 1998). In relation to emotion those with a past focused temporal orientation tend to be worst off, being focused predominately on the past having negative consequences for identity, personal achievement, and self satisfaction. Past time orientation is also noted as being particularly bad when combined with highly traumatic events which can create a mental sinkhole that the individual cannot climb out of, suffering from chronic levels of stress and temporal disintegration and having their sense of identity threatened (Holman & Silver, 1998). Future focused temporal orientation is judged to be much healthier for mental health and well-being, though like past focused individuals can suffer from identity, personal achievement, and self satisfaction problems in some situations. Emotionally they tend to be more stable, and very goal focused but are less socially focused and can seem more outwardly cold. Those with a future oriented personality will often change their goals into more emotionally focused ones when they feel they are near the end of their lives (Lang & Carstensen, 2002). ===The Zimbardo Time Perspective Inventory=== The Zimbardo Time Perspective Inventory was created by Philip Zimbardo and is the most advanced and well used perspective type model today. The inventory itself works somewhat like the big five personality test in that individuals have a score in each of the five categories, with the category they score highest in being their major perspective type. Each of these time perspectives have different effects on individuals personalities and emotionality and exert a dynamic influence on many important judgments, decisions, and actions (Zimbardo & Boyd, 1999). A table of the five types of time perspectives in the inventory based off of the information given by its creators in Zimbardo & Boyd (1999) is as follows: {| class="wikitable" |- ! Type !! Focus and traits |- |'''Past-negative'''|| Focuses on negative, aversive personal experiences. This can often lead to feelings of bitterness and regret and other such negative emotions. |- |'''Past-positive'''|| Focuses on happy past events, taking a nostalgic view of the past. Tend to be family orientated and overall experience more positive and happy relationships then the other types. Often more cautious and conservative in their approaches to new ideas and events however. |- |'''Present-hedonistic'''|| Dominated by impulsive hedonistic pleasure seeking, and an inability to postpone immediate pleasures. Often happier and more popular with extroverted tendencies. Often less healthy and prone to risk taking and destructive behaviors however. |- |'''Present-fatalistic'''|| Overwhelming feeling of being trapped in the present and being unable to change the inevitability of the future. Often leads to anxiety, and depression due to feelings of powerlessness and can often induce fatalistic and risk taking behaviors. |- |'''Future-focused'''|| Highly ambitious, goal focused, reward dependent and systematic. Often more time focused and prone to feeling a nagging sense of urgency that often causes stress in the individual and makes them harder to interact with socially. Often willing to sacrifice social relationships and recreational time with low sensation and novelty seeking. |} As can be seen each type has its own unique features, generating different emotional states and behaviors. It must be noted however that these types are not classified as stationary, being able to change over an individuals lifetime (Zimbardo & Boyd, 1999). This means that an individual can attempt to change his perspective though how exactly one does this is still little understood and what research has been done suggests that it is quite difficult. ==Can one control time perspective to better oneself and improve their life?== In theory the act of controlling ones time perspective can seem quite attractive. On a straightforward blow for blow approach to manipulate how fast or slow time moves for a person though doesn't work very well in practice, as the act of trying to regulate ones emotions actually causes one's time perspective to slow down (Vohs & Schmeichel, 2003). Changing ones time perspective type however can be done, and is even recommended in some certain cases, one example being someone with a traumatic past and a past orientated time perspective. This is even recommended in the case of Zimbardo's Time Perspective Inventory, as each personality type has its strengths and weaknesses- some more then others. In any case what is recommended is a mixture of all types of perspective to some degree, Zimbardo's Time Perspective Inventory even having an idealized time perspective score. Zimbardo's ideal score involves a high level of past-positive, a moderately high level of future orientation, a moderate level of selected present hedonism and low levels of both Past-negative and Present-fatalistic which in theory would generate a happier, healthier and more successful personality (Zimbardo & Boyd, 2008). As mentioned in brief before though exactly how to change ones own time perspective is still kind of vague and what information is given mentions its difficulty. Nevertheless there is some advice on the subject to be found, with Zimbardo & Boyd's (2008) book advising three key thought process to enable change: an understanding of relativity, consistent awareness, and continuous conscious effort. As such although it is difficult it is possible to change ones time perspective to improve their life, a change from a maladaptive perspective type doing wonders for severe negative emotional issues such as depression and severe stress. ==Conclusion== {| cellpadding="10" cellspacing="5" style="float: Left; width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"For us convinced physicists, the distinction between past, present, and future is an illusion, although a persistent one."'''''}} <big><big> - Albert Einstein</big></big> {{center bottom}} |} In conclusion emotion is quite intertwined with time perspective, both through an immediate reaction basis and through types of perspective. Time perspective itself is based on an illusionary basis, and is easily distorted away from outside measured time, emotional distractions generally being the cause of this. Time perspective can be slowed down or speed up depending on what emotion is distorting the individuals internal clock and the exact nature of the emotion generating stimuli. Time perspective also effects emotions through different types of time perspective, different types enacting different effects on ones personality and emotional state. Individuals can also attempt to better themselves by changing how they view time perspective which if successful often greatly improves present negative emotional states. ==See also== [[Motivation and emotion/Book/2013/Fear|Fear]] [[Motivation and emotion/Book/2013/Joy|Joy]] [[Motivation and emotion/Book/2013/Sadness|Sadness]] [[Motivation and emotion/Book/2013/Uninteresting_tasks_and_motivation|Uninteresting tasks and motivation]] ==References== {{Hanging indent|1= Buhusi, C., & Meck, W. (2005). What makes us tick? Functional and neural mechanisms of interval timing, ''Nature Reviews Neuroscience, 6''(10), 755-765. doi:10.1038/nrn1764 <br> D'Alessio, M., Guarino, A., De Pascalis, V., & Zimbardo, P. (2003). Testing Zimbardo's Stanford Time Perspective Inventory (STPI)-Short Form An Italian Study. ''Time & Society, 12''(2-3), 333-347. doi: doi: 10.1177/0961463X030122010 Droit-Volet, S., Fayolle, S., & Gil, S. (2011). Emotion and time perception: effects of film-induced mood, ''Frontiers in integrative neuroscience, 5'', 33. doi: 10.3389/fnint.2011.00033 Droit-Volet, S., & Gil, S. (2009). The time–emotion paradox, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1943-1953. doi: 10.1098/rstb.2009.0013 Eagleman, D. (2001). Visual illusions and neurobiology. ''Nature Reviews Neuroscience, 2''(12), 920-926. doi: 10.1038/35104092 Eagleman, D. (2008). Human time perception and its illusions, ''Current opinion in neurobiology, 18''(2), 131-136. doi: 10.1016/j.conb.2008.06.002 Eagleman, D., & Pariyadath, V. (2009). Is subjective duration a signature of coding efficiency?, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1841-1851. doi: 10.1098/rstb.2009.0026 Gil, S., & Droit-Volet, S. (2009). Time perception, depression and sadness. ''Behavioural Processes, 80''(2), 169-176. doi: 10.1016/j.beproc.2008.11.012 Gil, S., Niedenthal, P., & Droit-Volet, S. (2007). Anger and time perception in children, ''Emotion, 7''(1), 219-225. doi: 10.1037/1528-3542.7.1.219 Gil, S., Rousset, S., & Droit-Volet, S. (2009). How liked and disliked foods affect time perception. ''Emotion, 9''(4), 457-463. doi: 10.1037/a0015751 Halberg, F., Reinberg, A., Haus, E., Ghata, J., & Siffre, M. (1970). Human biological rhythms during and after several months of isolation underground in natural caves, ''Bulletin of the National Speleological Society, 32''(4), 89-115. Holman, E., & Silver, R. (1998). Getting" stuck" in the past: temporal orientation and coping with trauma. ''Journal of personality and social psychology, 74''(5), 1146-1163. doi: 10.1037/0022-3514.74.5.1146 Kellaris, J., & Kent, R. (1992). The influence of music on consumers' temporal perceptions: does time fly when you're having fun?, ''Journal of Consumer Psychology, 1''(4), 365-376. Kolb, B., Mychasiuk, R., Muhammad, A., Li, Y., Frost, D., & Gibb, R. (2012). Experience and the developing prefrontal cortex, ''Proceedings of the National Academy of Sciences, 109''(Supplement 2), 17186-17193. doi:10.1073/pnas.1121251109 Lang, F., & Carstensen, L. (2002). Time counts: future time perspective, goals, and social relationships, ''Psychology and aging, 17''(1), 125-139. doi: 10.1037/0882-7974.17.1.125 Meck, W. (1996). Neuropharmacology of timing and time perception. ''Cognitive Brain Research, 3''(3), 227-242. doi: 10.1016/0926-6410(96)00009-2 Noulhiane, M., Mella, N., Samson, S., Ragot, R., & Pouthas, V. (2007). How emotional auditory stimuli modulate time perception. ''Emotion, 7''(4), 697-704. doi: 10.1037/1528-3542.7.4.697 O’Brien, E., Anastasio, P., & Bushman, B. (2011). Time Crawls When You’re Not Having Fun: Feeling Entitled Makes Dull Tasks Drag On, ''Personality and Social Psychology Bulletin, 37''(10), 1287-1296. doi: 10.1177/0146167211408922 Onoe, H., Komori, M., Onoe, K., Takechi, H., Tsukada, H., & Watanabe, Y. (2001). Cortical networks recruited for time perception: a monkey positron emission tomography (PET) study, ''Neuroimage, 13''(1), 37-45. doi: 10.1006/nimg.2000.0670 Sackett, A., Meyvis, T., Nelson, L., Converse, B., & Sackett, A. (2010). You’re Having Fun When Time: Flies The Hedonic Consequences of Subjective Time Progression, ''Psychological Science, 21''(1), 111-117. doi: 10.1177/0956797609354832 Stetson, C., Fiesta, M., & Eagleman, D. (2007). Does time really slow down during a frightening event?, ''PLoS One, 2''(12), e1295. doi:10.1371/journal.pone.0001295 Wearden, J., & Penton-Voak, I. (1995). Feeling the heat: Body temperature and the rate of subjective time, revisited, ''The Quarterly Journal of Experimental Psychology, 48''(2), 129-141. doi: 10.1080/14640749508401443 Wittmann, M. (2009). The inner experience of time, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1955-1967. doi: 10.1098/rstb.2009.0003 Wittmann, M., Leland, D., Churan, J., & Paulus, M. (2007). Impaired time perception and motor timing in stimulant-dependent subjects. ''Drug and alcohol dependence, 90''(2), 183-192. doi:10.1016/j.drugalcdep.2007.03.005 Vohs, K., & Schmeichel, B. (2003). Self-regulation and extended now: Controlling the self alters the subjective experience of time, ''Journal of personality and social psychology, 85''(2), 217-230. doi: 10.1037/0022-3514.85.2.217 Zimbardo, P., & Boyd, J. (1999). Putting time in perspective: A valid, reliable individual-differences metric, ''Journal of personality and social psychology, 77''(6), 1271-1288. doi: 10.1037/0022-3514.77.6.1271 Zimbardo, P., & Boyd, J. (2008). The time paradox: The new psychology of time that will change your life. New York: Simon and Schuster }} ==External links== * Take Zimbardo's Time Perspective Inventory: http://www.thetimeparadox.com/surveys/ * More info on Zimbardo's Time Perspective Inventory types: http://www.thetimeparadox.com/2008/08/03/an-overview-of-time-perspective-types/ * Quantum entanglement and time: http://www.newscientist.com/article/dn24473-entangled-toy-universe-shows-time-may-be-an-illusion.html#.UnaUiflgfwh [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Time perspective]] kl566m7gnpxgzv5uhui8lv3lijn76j0 2814829 2814828 2026-06-09T07:54:52Z Jtneill 10242 /* Overview */ Adjust layout 2814829 wikitext text/x-wiki {{title|Time perspective and emotion:<br>How does time perspective affect emotion?}} {{MECR|1=http://www.screenr.com/d96H}} __TOC__ ==Overview== {| cellpadding="10" cellspacing="5" style="width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"Sometimes I would sleep two hours or eighteen hours, and I couldn’t tell the difference. That is an experience I think we all can appreciate. It’s the problem of psychological time. It’s the problem of humans. What is time? We don’t know."'''''}} <big><big> - Michel Siffre (2008)</big></big> {{center bottom}} |} ==What is time perspective?== [[File:Orloj-AstronomicalDial.jpg|right|200px|thumb]] Time perspective refers to ones subjective sense of time and is a field of research in both psychology and neuroscience. Time itself is an immaterial and omnipresent part of everybody's life, and is judged by the individual in terms of their own perspective of the continuous unfolding events that make up life, time perspective taking presidence in our minds just as much as the five senses: sight, smell, touch, taste and sound even though it lacks any kind of specific specialized sensory apparatus (Droit-Volet, Fayolle, & Gil, 2011). Time perspective itself is a phenomenon that although it is possessed by everyone is perceived in a way unique to every individual, with ones unique experience with it being impossible to be directly experienced or fully understood by another individual although it can be measured through a variety of scientific experiments (Droit-Volet & Gil, 2009). Although most people think of time in the 24 hours in a day sense, the human brain often sways and drifts from this outside measured setup of physical events. There are often many differences between perceived time and measured time, as perceived time itself acts upon an illusionary basis and is often distorted by other naturally occurring phenomenon, with time perspective being noted as being particularly easy to manipulate in experimental conditions (Eagleman, 2008). One clear example of the differences between perceived and measured time can be found in Michel Siffre's two cave isolation experiments where he experienced huge variations between what he perceived in relation to time and what really passed. By the end of the experiments he had adapted huge random variations in his sleep-wake cycles, which ranged between 18 and 52 hours rather then the standard 24 hour cycle of daylight/night. As well as misjudging how long he had been down there by a significant amount, after his first experiment guessing that he had been down there for 34 days when he had been gone for 59 (Halberg et al, 1970). For something so seemingly important it is surprising how easily time perspective can be is manipulated, with a wide array of different phenomenons having a direct influence on it. Some things that have been proven to affect time perspective are as follows: temperature, age, psychoactive drugs, some medications, schizophrenia, parkinson's, ADHD and emotional states (Stetson, Fiesta & Eagleman, 2007; Wearden & Penton-Voak, 1995; Wittmann, Leland, Churan & Paulus, 2007). There are also a few other recorded effects that can cause time to be misperceived, one recorded effect where this occurs being labeled the oddball effect where unusual memories (often fear or danger related) are remembered as taking or occurring longer then they really did (Eagleman, 2001). Overall though the misperceptions that distorted time perspective take can generally be categorized into two categories: overestimation where time is judged to have moved slower then it really did and underestimated where time is judged to have moved faster then it really did (Gil, Niedenthal & Droit-Volet, 2007). One other type of distortion that commonly occurs in an individuals sense of time are temporal illusions, which occur when the time gap between two stimuli is very small usually starting at around ~80 msec. This is due to the inability of the brain to properly distinguish between the two events causing them to be perceived as a single stimuli (Stetson, Fiesta & Eagleman, 2007). Distortions due to temporal illusions can be useful though, TV and movies working through this effect to generate the illusion of a moving picture by showing multiple frames per second. ==Time perspective over the lifetime== Another interesting feature of time perspective is that it changes over an individuals lifespan, usually speeding up as they get older. It has been said that although children live in time; reacting strongly to any perceived fluctuation in their personal schedule they are incapable of measuring time unless distinctly instructed to, while very young children (age 0-4) are usually incapable of properly perceiving and reflecting on the everyday events that make up and individuals perspective of time (Kolb et al, 2012). Once individuals develop enough to make memories though they often report later on that time seems to speed up as they grow older, with those in their later stages of life noting a marked difference between their present and past perspectives of time. There are a number of suggested reasons for this but the most common is probably that as children have experienced far less experiences and as such everyday events tend to be more exciting and arousing for them, making them more memorable which when combined with a child's more immature mental processes cause them to overestimate how much time has passed. An adult doing the same everyday tasks would likely have done them many times before allowing neural adaption to occur, a phenomena that involves the individuals brain sufficiently mapping the procedure to the point that they are able to preform the tasks on autopilot (Eagleman, 2008). ==Models of the mechanism and physiology of time perspective== In research on time perspective the traditional or classic models of the mechanisms of neural and interval timing have all been variants of a pacemaker-accumulator clock model often based somewhat off and derived from scalar timing theory where an internal oscillator (pacemaker) produces a series of pulses at a given rate like a clock, which are used to internally measure and judge the time a stimulus or event takes (Wittmann, 2009; Gil, Rousset & Droit-Volet, 2009). This model explains time distortions as events that distract the individual or cause the individual to focus more intently on the given stimuli causing the individual to count less or more ticks respectively causing them to incorrectly conclude how long it had been (Eagleman & Pariyadath, 2009). The events that cause the distractions themselves have been suggested to be attributed to attention based and arousal based mechanisms, attention based mechanisms distracting the individual and losing pulses slowing down perceived time and arousal based mechanisms generating extra pulses speeding up time perception (Droit-Volet, Fayolle & Gil, 2011). However this traditional model is beginning to fall out of favor mainly due to the little support that can be found for it on a physiological basis. One new model that has seen some support is the striatal beat-frequency model of interval timing which measures time using the oscillatory activity of brain cells in the upper cortex the frequency of which is then detected and measured by certain cells in the dorsal striatum (Buhusi & Meck, 2005). Overall though the exact mechanism of time perspective is still fairly poorly understood and requires more research to be done on the subject. The physiology of time perspective likewise doesn't have a definite answer though a number of regions have been implicated as playing a role in time perspective. The system appears to be fairly highly distributed with the cerebellum, cerebral cortex, basal ganglia, right posterior parietal cortex, right prefrontal cortex as well as the fronto-striatal circuits all being implied to play a role (Onoe et al, 2001; Wittmann, 2009). Biochemically wise acetylcholine and dopamine levels are also strongly suggested to play a role in the accurate functioning of time perception (Meck, 1996). ==Types of time perspective: looking at the future and past== Through a psychological perspective time perspective is also looked at in terms of types, in a manner somewhat akin to the setup of personality types through a couple of different models. In these models time perspective is seen as the total sum of an individuals view of his psychological future and past at a given moment, in essence being looked at as how one looks upon their own history and what they desire to do (Zimbardo & Boyd, 1999). The basic setup of these models is that the time perspective of the individual is looked at as how much one focuses upon the past, present and future and determining from that what kind of time focused perspective they have, and from that a number of personality features that the individual is likely to have including emotionality, decision making skills and patience (Zimbardo & Boyd, 1999). This way of modeling an individuals time perspective is fairly new however, only really coming into providence over the past 15 years mainly due to the work of Philip Zimbardo on the subject and his creation of the Zimbardo Time Perspective Inventory (ZTPI), with the majority of research on the subject being based off of his research or focusing on the benefits of future over past orientated time perspective (D'Alessio, Guarino, De Pascalis & Zimbardo, 2003). ==Emotion== When it comes down to it time perspective and emotion are actually quite linked, both through emotions effect on time perception as an ongoing input of events and as the types of time perceptions effect on emotionality. In its most basic form emotion is essentially a state of physiological arousal combined with an appropriate cognition, which is usually caused by an individual evaluating an event during which they evaluate if it is worthy of their attention (Noulhiane et al, 2007). As such emotions work upon both the arousal and attention processes that can manipulate an individuals internal sense of time, enabling them to quite strongly act upon ones perspective of time. This has not gone unnoticed by the wider psychological and neurological communities and as such there is a wide array of literature on the subject looking at many different facets of the issue. Time perspective works upon emotion as well though, with some evidence that people actually find tasks more enjoyable when they realize they have underestimated how much time has passed and seemingly long periods of boredom caused by overestimation sometimes generating negative emotions themselves (Sackett et al, 2010). Perspective types also work upon emotion the same way certain personality types are more prone to certain emotional states and preforming certain behaviors. As such emotion has a lot to do with time perspective through its many facets, providing the strongest and widest branching effects on time perception and being effected by it in return. ==Impact of emotions on Time perspective== {| cellpadding="10" cellspacing="5" style="float: Left; width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"Ticking away the moments that make up a dull day, fritter and waste the hours in an offhand way."'''''}} <big><big> - Pink Floyd (Time, 1973)</big></big> {{center bottom}} |} ===Happiness and enjoyable tasks=== The idea that time speeds up when doing enjoyable tasks is a fairly universal belief, with almost everyone at some point or another finding themselves thinking "that was over too soon" after ending an enjoyable activity way too quickly for their liking. Contrary to popular belief however there is little evidence that positive emotionality causes underestimation of time at all, with findings suggesting that if there is an underestimation effect at all it is either smaller then other emotions or causes a overestimation of time instead (Gil, Rousset & Droit-Volet, 2009; Kellaris & Kent, 1992). One given explanation for this is that although happy emotions do generate arousal, they are more passive then negative emotions and are still prone to attention slipping through distraction. One other explanation for the wide belief that time fly's when your having fun can be found in Sackett et al's (2010) study where individuals under experimental conditions rated boring tasks as more enjoyable when they were tricked into underestimating how much time had passed. The same study also found that people that believed that time flies when having fun were more likely to report the phenomena occurring, turning the whole thing into a self fulfilling prophecy. ===Boring and dull tasks=== The popular belief that dull tasks drag on forever is also fairly well known, but unlike the belief that time flies in enjoyable circumstances this belief seems to be more grounded in reality. Having nothing interesting to do or preforming a dull task on autopilot inevitably slows down ones mental processes, which although not exactly distracting do generate very little arousal leaving nothing to be distracted from ones internal clock by (O’Brien, Anastasio & Bushman, 2011). On a positive note though the dullness only lasts in the present moment, the brain generally remembering very little from the event as opposed to how it remembers unusual or highly arousing and complicated events. Some personality traits seem to enhance and deaden this effect as well, one example of which can be found in O’Brien, Anastasio and Bushman's (2011) study which found that the trait of entitlement in individuals caused time to move even slower for them in dull tasks. ===Sadness and Depression=== Studies done on sadness and depressions effect on time management indicate that although both do have an slowing effect on time perception it is not very strong, with some studies not being able to find any effect at all (Droit-Volet, Fayolle & Gil, 2011; Gil & Droit-Volet, 2009). The effect of sadness and depression seems to rely more upon attention based process itself, individuals feeling this way reporting low levels of arousal and a slowing down of mental processes (Droit-Volet, Fayolle & Gil, 2011). In regards to depression a distorted sense of time is actually one of its criteria's found in the old DSM IV, with individuals reporting a strong, slow time perspective. This may be related to chronically low levels of dopamine however, low dopamine being found to have a slowing effect on time (Meck, 1996). ===Fight or Flight: Fear and danger=== Out of all of the different types of emotions, fear is the one with the strongest effect on time perspective. Fear itself is a survival mechanism that generates a huge amount of arousal, coming into play when an individual comes across a dangerous or threatening stimuli to which time seems to slow down and the fight or flight response kicks in. In its most basic form the fight or flight response is the body's preparation for either conflict or escape and its activation prompts a large amount of temporary physiological changes in the body, some of which have been shown to effect the perception of time (Gil, Niedenthal & Droit-Volet, 2007; Wittmann, 2009). In addition to the huge arousal rush many situations that incite fear also fall under the oddball effect, where as the stimulus is unusual it's memory is retained by the brain in greater detail which can be mistaken as lasting for a longer period of time then it truly did (Eagleman, 2001). ==Individual types of time perspective and emotion== As briefly touched upon before in psychology time perspective is also looked at in terms of types, in a manner somewhat similar to personality types. In the current research there is two major models of perspective type, the first and oldest being past and future orientations and the second being the Zimbardo Time Perspective Inventory: ===Past and Future temporal orientation=== Past and future styles of temporal orientation have been a subject of study for far longer then Zimbardo's Stanford Time Perspective Inventory and essentially makes up the basic building blocks of the inventory. It isn't exactly a proper theory or model though being closer in nature to a grouping of temporal constructs. In any case temporal orientation involves a predominate focus upon one of the three time zones (past, present and future) that in turn works together with ones overarching temporal perspective to create a kind of cognitive response bias that filters and interprets ones everyday life, strongly influencing one's thoughts, emotions and behavior (Holman & Silver, 1998). In relation to emotion those with a past focused temporal orientation tend to be worst off, being focused predominately on the past having negative consequences for identity, personal achievement, and self satisfaction. Past time orientation is also noted as being particularly bad when combined with highly traumatic events which can create a mental sinkhole that the individual cannot climb out of, suffering from chronic levels of stress and temporal disintegration and having their sense of identity threatened (Holman & Silver, 1998). Future focused temporal orientation is judged to be much healthier for mental health and well-being, though like past focused individuals can suffer from identity, personal achievement, and self satisfaction problems in some situations. Emotionally they tend to be more stable, and very goal focused but are less socially focused and can seem more outwardly cold. Those with a future oriented personality will often change their goals into more emotionally focused ones when they feel they are near the end of their lives (Lang & Carstensen, 2002). ===The Zimbardo Time Perspective Inventory=== The Zimbardo Time Perspective Inventory was created by Philip Zimbardo and is the most advanced and well used perspective type model today. The inventory itself works somewhat like the big five personality test in that individuals have a score in each of the five categories, with the category they score highest in being their major perspective type. Each of these time perspectives have different effects on individuals personalities and emotionality and exert a dynamic influence on many important judgments, decisions, and actions (Zimbardo & Boyd, 1999). A table of the five types of time perspectives in the inventory based off of the information given by its creators in Zimbardo & Boyd (1999) is as follows: {| class="wikitable" |- ! Type !! Focus and traits |- |'''Past-negative'''|| Focuses on negative, aversive personal experiences. This can often lead to feelings of bitterness and regret and other such negative emotions. |- |'''Past-positive'''|| Focuses on happy past events, taking a nostalgic view of the past. Tend to be family orientated and overall experience more positive and happy relationships then the other types. Often more cautious and conservative in their approaches to new ideas and events however. |- |'''Present-hedonistic'''|| Dominated by impulsive hedonistic pleasure seeking, and an inability to postpone immediate pleasures. Often happier and more popular with extroverted tendencies. Often less healthy and prone to risk taking and destructive behaviors however. |- |'''Present-fatalistic'''|| Overwhelming feeling of being trapped in the present and being unable to change the inevitability of the future. Often leads to anxiety, and depression due to feelings of powerlessness and can often induce fatalistic and risk taking behaviors. |- |'''Future-focused'''|| Highly ambitious, goal focused, reward dependent and systematic. Often more time focused and prone to feeling a nagging sense of urgency that often causes stress in the individual and makes them harder to interact with socially. Often willing to sacrifice social relationships and recreational time with low sensation and novelty seeking. |} As can be seen each type has its own unique features, generating different emotional states and behaviors. It must be noted however that these types are not classified as stationary, being able to change over an individuals lifetime (Zimbardo & Boyd, 1999). This means that an individual can attempt to change his perspective though how exactly one does this is still little understood and what research has been done suggests that it is quite difficult. ==Can one control time perspective to better oneself and improve their life?== In theory the act of controlling ones time perspective can seem quite attractive. On a straightforward blow for blow approach to manipulate how fast or slow time moves for a person though doesn't work very well in practice, as the act of trying to regulate ones emotions actually causes one's time perspective to slow down (Vohs & Schmeichel, 2003). Changing ones time perspective type however can be done, and is even recommended in some certain cases, one example being someone with a traumatic past and a past orientated time perspective. This is even recommended in the case of Zimbardo's Time Perspective Inventory, as each personality type has its strengths and weaknesses- some more then others. In any case what is recommended is a mixture of all types of perspective to some degree, Zimbardo's Time Perspective Inventory even having an idealized time perspective score. Zimbardo's ideal score involves a high level of past-positive, a moderately high level of future orientation, a moderate level of selected present hedonism and low levels of both Past-negative and Present-fatalistic which in theory would generate a happier, healthier and more successful personality (Zimbardo & Boyd, 2008). As mentioned in brief before though exactly how to change ones own time perspective is still kind of vague and what information is given mentions its difficulty. Nevertheless there is some advice on the subject to be found, with Zimbardo & Boyd's (2008) book advising three key thought process to enable change: an understanding of relativity, consistent awareness, and continuous conscious effort. As such although it is difficult it is possible to change ones time perspective to improve their life, a change from a maladaptive perspective type doing wonders for severe negative emotional issues such as depression and severe stress. ==Conclusion== {| cellpadding="10" cellspacing="5" style="float: Left; width: 70%; background-color:#d0e5f5; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:#d0e5f5; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}} {{big2|'''''"For us convinced physicists, the distinction between past, present, and future is an illusion, although a persistent one."'''''}} <big><big> - Albert Einstein</big></big> {{center bottom}} |} In conclusion emotion is quite intertwined with time perspective, both through an immediate reaction basis and through types of perspective. Time perspective itself is based on an illusionary basis, and is easily distorted away from outside measured time, emotional distractions generally being the cause of this. Time perspective can be slowed down or speed up depending on what emotion is distorting the individuals internal clock and the exact nature of the emotion generating stimuli. Time perspective also effects emotions through different types of time perspective, different types enacting different effects on ones personality and emotional state. Individuals can also attempt to better themselves by changing how they view time perspective which if successful often greatly improves present negative emotional states. ==See also== [[Motivation and emotion/Book/2013/Fear|Fear]] [[Motivation and emotion/Book/2013/Joy|Joy]] [[Motivation and emotion/Book/2013/Sadness|Sadness]] [[Motivation and emotion/Book/2013/Uninteresting_tasks_and_motivation|Uninteresting tasks and motivation]] ==References== {{Hanging indent|1= Buhusi, C., & Meck, W. (2005). What makes us tick? Functional and neural mechanisms of interval timing, ''Nature Reviews Neuroscience, 6''(10), 755-765. doi:10.1038/nrn1764 <br> D'Alessio, M., Guarino, A., De Pascalis, V., & Zimbardo, P. (2003). Testing Zimbardo's Stanford Time Perspective Inventory (STPI)-Short Form An Italian Study. ''Time & Society, 12''(2-3), 333-347. doi: doi: 10.1177/0961463X030122010 Droit-Volet, S., Fayolle, S., & Gil, S. (2011). Emotion and time perception: effects of film-induced mood, ''Frontiers in integrative neuroscience, 5'', 33. doi: 10.3389/fnint.2011.00033 Droit-Volet, S., & Gil, S. (2009). The time–emotion paradox, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1943-1953. doi: 10.1098/rstb.2009.0013 Eagleman, D. (2001). Visual illusions and neurobiology. ''Nature Reviews Neuroscience, 2''(12), 920-926. doi: 10.1038/35104092 Eagleman, D. (2008). Human time perception and its illusions, ''Current opinion in neurobiology, 18''(2), 131-136. doi: 10.1016/j.conb.2008.06.002 Eagleman, D., & Pariyadath, V. (2009). Is subjective duration a signature of coding efficiency?, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1841-1851. doi: 10.1098/rstb.2009.0026 Gil, S., & Droit-Volet, S. (2009). Time perception, depression and sadness. ''Behavioural Processes, 80''(2), 169-176. doi: 10.1016/j.beproc.2008.11.012 Gil, S., Niedenthal, P., & Droit-Volet, S. (2007). Anger and time perception in children, ''Emotion, 7''(1), 219-225. doi: 10.1037/1528-3542.7.1.219 Gil, S., Rousset, S., & Droit-Volet, S. (2009). How liked and disliked foods affect time perception. ''Emotion, 9''(4), 457-463. doi: 10.1037/a0015751 Halberg, F., Reinberg, A., Haus, E., Ghata, J., & Siffre, M. (1970). Human biological rhythms during and after several months of isolation underground in natural caves, ''Bulletin of the National Speleological Society, 32''(4), 89-115. Holman, E., & Silver, R. (1998). Getting" stuck" in the past: temporal orientation and coping with trauma. ''Journal of personality and social psychology, 74''(5), 1146-1163. doi: 10.1037/0022-3514.74.5.1146 Kellaris, J., & Kent, R. (1992). The influence of music on consumers' temporal perceptions: does time fly when you're having fun?, ''Journal of Consumer Psychology, 1''(4), 365-376. Kolb, B., Mychasiuk, R., Muhammad, A., Li, Y., Frost, D., & Gibb, R. (2012). Experience and the developing prefrontal cortex, ''Proceedings of the National Academy of Sciences, 109''(Supplement 2), 17186-17193. doi:10.1073/pnas.1121251109 Lang, F., & Carstensen, L. (2002). Time counts: future time perspective, goals, and social relationships, ''Psychology and aging, 17''(1), 125-139. doi: 10.1037/0882-7974.17.1.125 Meck, W. (1996). Neuropharmacology of timing and time perception. ''Cognitive Brain Research, 3''(3), 227-242. doi: 10.1016/0926-6410(96)00009-2 Noulhiane, M., Mella, N., Samson, S., Ragot, R., & Pouthas, V. (2007). How emotional auditory stimuli modulate time perception. ''Emotion, 7''(4), 697-704. doi: 10.1037/1528-3542.7.4.697 O’Brien, E., Anastasio, P., & Bushman, B. (2011). Time Crawls When You’re Not Having Fun: Feeling Entitled Makes Dull Tasks Drag On, ''Personality and Social Psychology Bulletin, 37''(10), 1287-1296. doi: 10.1177/0146167211408922 Onoe, H., Komori, M., Onoe, K., Takechi, H., Tsukada, H., & Watanabe, Y. (2001). Cortical networks recruited for time perception: a monkey positron emission tomography (PET) study, ''Neuroimage, 13''(1), 37-45. doi: 10.1006/nimg.2000.0670 Sackett, A., Meyvis, T., Nelson, L., Converse, B., & Sackett, A. (2010). You’re Having Fun When Time: Flies The Hedonic Consequences of Subjective Time Progression, ''Psychological Science, 21''(1), 111-117. doi: 10.1177/0956797609354832 Stetson, C., Fiesta, M., & Eagleman, D. (2007). Does time really slow down during a frightening event?, ''PLoS One, 2''(12), e1295. doi:10.1371/journal.pone.0001295 Wearden, J., & Penton-Voak, I. (1995). Feeling the heat: Body temperature and the rate of subjective time, revisited, ''The Quarterly Journal of Experimental Psychology, 48''(2), 129-141. doi: 10.1080/14640749508401443 Wittmann, M. (2009). The inner experience of time, ''Philosophical Transactions of the Royal Society B: Biological Sciences, 364''(1525), 1955-1967. doi: 10.1098/rstb.2009.0003 Wittmann, M., Leland, D., Churan, J., & Paulus, M. (2007). Impaired time perception and motor timing in stimulant-dependent subjects. ''Drug and alcohol dependence, 90''(2), 183-192. doi:10.1016/j.drugalcdep.2007.03.005 Vohs, K., & Schmeichel, B. (2003). Self-regulation and extended now: Controlling the self alters the subjective experience of time, ''Journal of personality and social psychology, 85''(2), 217-230. doi: 10.1037/0022-3514.85.2.217 Zimbardo, P., & Boyd, J. (1999). Putting time in perspective: A valid, reliable individual-differences metric, ''Journal of personality and social psychology, 77''(6), 1271-1288. doi: 10.1037/0022-3514.77.6.1271 Zimbardo, P., & Boyd, J. (2008). The time paradox: The new psychology of time that will change your life. New York: Simon and Schuster }} ==External links== * Take Zimbardo's Time Perspective Inventory: http://www.thetimeparadox.com/surveys/ * More info on Zimbardo's Time Perspective Inventory types: http://www.thetimeparadox.com/2008/08/03/an-overview-of-time-perspective-types/ * Quantum entanglement and time: http://www.newscientist.com/article/dn24473-entangled-toy-universe-shows-time-may-be-an-illusion.html#.UnaUiflgfwh [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Time perspective]] rk2xszm86ehzl7kmadhjq62868nxn40 2 152121 2814753 2225885 2026-06-09T04:01:35Z Jtneill 10242 2814753 wikitext text/x-wiki {{METT| What role does emotion play in learning?}} {{100%done}} __TOC__ {| cellpadding="10" cellspacing="5" style="float: center; width: 80%; background-color: pink; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:purple; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}}<big>'''”I am always ready to learn; but I do not always like being taught.” ~ Winston Churchill''</big>{{center bottom}} |} = Definition of Learning = The Oxford dictionary says learning is the acquisition of knowledge or skills through study, experience, or being taught:these children experienced difficulties in learning. <br /> = Definition of Emotion = The Oxford dictionary says emotion is a strong feeling deriving from one’s circumstances, mood, or relationships with others:she was attempting to control her emotions. <br /> = How the human brain learns? = Learning does not only depend on rationality <br /> = The Brain, Limbic System in particular the Amygdala = [[File:The Limbic System and Nearby Structures - John Taylor.jpg|left|thumb|150px| The limbic System.]] Psychology has faced some important challenges in research is memory and understanding how emotion helps regulate memory within the brain. The hippocampus, and amygdala are just a few of the regions of the brain that deal with memory, emotion and learning. During emotional connection norepinephrine (NE) which is the stress hormone is released by neurons originating in the locus ceratodus and the brain stem. The Limbic System as displayed in this image is located in the center of the brain. The limbic system interprets the signals of the body to regulate emotions and behaviour. <br /> As seen in the image on the left the Olfactory Bulb, Papahippocampal Gyrus, Cingulate Gyrus and Amygdala are critical areas in the development of emotion and are also areas utilized in learning new information and memory recovery. <br /> = Types of Learning = {| cellpadding="10" cellspacing="5" style="float: center; width: 80%; background-color: blue; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:purple; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}}”School has taught me not only how to learn in the classroom, but outside the classroom as well. Where do you think I learned how to climb, swing and skip? Where do you think I learned how to meet my best friend?” ~ Jessie Braun{{center bottom}} |} <br /> =Classical Conditioning= *[http://www.youtube.com/watch?feature=player_embedded&v=9hBfnXACsOI Classical Conditioning] <br /> =Associative Learning= <br /> =Behavioural Learning= {| cellpadding="10" cellspacing="5" style="float: center; width: 80%; background-color: pink; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:purple; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}}<big>'''”Experience: that most brutal of teachers. But you learn, my God do you learn.” ~ C.S. Lewis''</big>{{center bottom}} |} <br /> ===Learning through Fear=== {| cellpadding="10" cellspacing="5" style="float: center; width: 80%; background-color: yellow; margin-left: auto; margin-right: auto" | style="width: 30%; background-color:Purple; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | {{center top}}<big>'''”Face the thing you fear, and you do away with that fear.” ~ Source Unknown''</big>{{center bottom}} |} <br /> = Operant Conditioning = *[http://www.youtube.com/watch?v=ZpSxJw0BFZs Operant Conditioning] <br /> = Observational = = References = Bandura, A. (1969). ''Social-learning theory of identificatory processes.Handbook of socialization theory and research,'' 213, 262.<br /> <br /> Cardinal, R. N., Parkinson, J. A., Hall, J., & Everitt, B. J. (2002). ''Emotion and motivation: the role of the amygdala, ventral striatum, and prefrontal cortex. '' Neuroscience & Biobehavioral Reviews, 26(3), 321-352.<br /> <br /> Clark, J. C., & Groves, S. (2012).''Teaching primary science: emotions, identity and the use of practical activities.'' The Australian Educational Researcher, 39(4), 463-475.<br /> <br /> Gwen C. Marchand, Antonio P. Gutierrez. (2012) ''The role of emotion in the learning process: Comparisons between online and face-to-face learning settings'', The Internet and Higher Education, 15(3), June 2012, 150-160.<br /> <br /> Hu, H., Real, E., Takamiya, K., Kang, M. G., Ledoux, J., Huganir, R. L., & Malinow, R. (2007). ''Emotion enhances learning via norepinephrine regulation of AMPA-receptor trafficking. '' Cell, 131(1), 160-173.<br /> <br /> Kay, R. H., & Loverock, S. (2008). ''Assessing emotions related to learning new software: The computer emotion scale. '' Computers in Human Behavior, 24(4), 1605-1623.<br /> <br /> Killcross, S., & Place, P. (2000).''The amygdala, emotion and learning''. PSYCHOLOGIST-LEICESTER-, 13(10), 502-507.<br /> <br /> Laviolette, S. R., Lipski, W. J., & Grace, A. A. (2005).'' A subpopulation of neurons in the medial prefrontal cortex encodes emotional learning with burst and frequency codes through a dopamine D4 receptor-dependent basolateral amygdala input.'' The Journal of neuroscience, 25(26), 6066-6075.<br /> <br /> Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). ''Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ).'' Contemporary Educational Psychology, 36(1), 36-48.<br /> Phelps,E.A. (2004) ''Human emotion and memory: interactions of the amygdala and hippocampal complex''Current Opinion in Neurobiology, Volume 14, Issue 2, April 2004, Pages 198-202. <br /> Rotter, J. B. (1954). ''Social Learning and clinical psychology.'' Englewood Cliffs, NJ: Prentic Hall.<br /> <br /> *[http://www.cdl.org/ Center for Development and Learning]<br /> = See also = = External links = 1.*[http://www.youtube.com/watch?feature=player_embedded&v=9hBfnXACsOI Classical Conditioning- http://www.youtube.com/watch?feature=player_embedded&v=9hBfnXACsOI]<br /> 2.*[http://www.youtube.com/watch?v=ZpSxJw0BFZs Operant Conditioning- http://www.youtube.com/watch?v=ZpSxJw0BFZs]3. 5nyllseejd57apf06lskgb686rgn51b 1 159077 2814831 2811654 2026-06-09T08:02:29Z Juandev 2651 /* Towards Wikiversity's Ethics policy */ new section 2814831 wikitext text/x-wiki [[Category:WikiJournal]] {{WikiJournal_discussions}} {{Archive box| [[/Archive 2014–2016|2014–2016]] <br>[[/Archive 2016 naming vote|2016 naming vote]] <br>[[/Archive 2017|2017]] <br>[[/Archive 2018|2018]] <br>[[/Archive 2019|2019]] <br>[[/Archive 2020|2020]] <br>[[/Archive 2021|2021]] <br>[[/Archive 2022|2022]] Discussions may also take place at the <br>'''[https://lists.wikimedia.org/pipermail/wikijournal-en/ public mailing list]'' ([https://lists.wikimedia.org/mailman/listinfo/wikijournal-en Join]) }} {{TOClimit|limit=3}} == Banner links must be accessible on smartphones == On smartphones, the banners are hard to tap/click on, especially the Preprint one. I have difficulty changing the banners' format. [[User:George Ho|George Ho]] ([[User talk:George Ho|discuss]] • [[Special:Contributions/George Ho|contribs]]) 12:31, 29 January 2022 (UTC) :@[[User:George Ho|George Ho]]: Sorry for mising this earlier! Do you know if you were using the 'mobile view' or 'desktop view' on your smartphone? I've tried to make the tabs re-flow into a grid when on a mobie device, bit I think it only works in 'mobile view'. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 02:06, 21 July 2022 (UTC) :: @[[User:Evolution and evolvability|Shafee]]: Using 'mobile view' on Android, the Preprint banner is hard to tap, yet I can access that journal via tapping the icon on the left of the banner. Others are still clickable, yet larger text is annoying on mobile view. --[[User:George Ho|George Ho]] ([[User talk:George Ho|discuss]] • [[Special:Contributions/George Ho|contribs]]) 06:27, 21 July 2022 (UTC) :::@[[User:George Ho|George Ho]]: Aha, now I see it. Thanks. I was looking at the top banner in grey rather than the list of journals. I'm also getting some of the text overlapping too. I'll aim to fix it up next week. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 23:13, 21 July 2022 (UTC) ::::Three months have passed; have you fixed the issue yet? [[User:George Ho|George Ho]] ([[User talk:George Ho|discuss]] • [[Special:Contributions/George Ho|contribs]]) 08:39, 8 October 2022 (UTC) :::::@[[User:George Ho|George Ho]] Our recent redesign of the banners, courtesy of {{u|Infogiraffic}}, should have fixed this issue. Can you confirm if this works on your end? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 19:37, 22 May 2025 (UTC) ::::::The newer layout works on an iphone. [[User:George Ho|George Ho]] ([[User talk:George Ho|discuss]] • [[Special:Contributions/George Ho|contribs]]) 15:57, 23 May 2025 (UTC) == Reference deposits == Hi all! I was taking a look at the [https://www.crossref.org/members/prep/6026 WikiJournal User Group participation report] over on Crossref's site. This is a useful tool for exploring how rich the metadata that WJUG submits to Crossref along with its DOIs is. It looks like there's lots of room for improvement, some of which would be fairly straightforward to accomplish: the License URLs category, for instance, measures how many articles' metadata include a link to the license under which the papers are distributed (either CC-BY 4.0 or CC-BY-SA 4.0 typically, right?). What I wanted to look at right now was the References category, in which WJUG is currently scoring 0%. What this means is that none of the 87 articles registered for DOIs by WJUG with Crossref include the references as part of their metadata. This matters for a few reasons. First, reference linking (i.e., including DOIs in references) is required by Crossref's terms of service, and reference depositing (i.e., submitting metadata with references) is strongly encouraged. Second, the inclusion of references in metadata is how Crossref tracks citations. When you see a journal article's "What Cites This" page, you'll often see a few numbers, frequently a Crossref citation count, a Web of Science citation count, and a Google Scholar citation count. On these pages, you are often able to view which articles are specifically citing the article in question too, and in some cases, publishers may preemptively set up modules that autodisplay the citing articles alongside the article itself. This brings up the third reason to begin depositing references: not only is it good practice for good metadata management's sake itself, but it also has the capability to improve visibility for WikiJournal articles. Consider the ''WJS'' article "[[WikiJournal of Science/Beak and feather disease virus: biology and resultant disease|Beak and feather disease virus: biology and resultant disease]]"; its first reference is the 1907 article "Parrakeets Moulting". If you visit the Taylor & Francis [https://doi.org/10.1071/MU906192f page for "Parrakeets Moulting"], however, you can see in the righthand "Related research" module in the "Cited by" tab that no articles cite this paper. Because references for WJUG articles haven't yet been deposited with Crossref, there's no way to link "Beak and feather disease virus" and "Parrakeets Moulting"; if references ''were'' deposited for this paper, then the ''WJS'' article would eventually appear as a citing article on the "Parrakeets Moulting" page. Thus, reference linking offers readers of the cited article another connection to the citing WikiJournal article, increasing the visibility of WJUG outputs. One final reason to consider depositing references is that doing so will grant WJUG eligibility for Crossref's [https://www.crossref.org/documentation/cited-by/ Cited-by service], which is essentially the tool that allows WJUG the ability to see what research is citing WikiJournal articles. Right now, WJUG can access the ''number'' of citations for each of its journals' articles through Crossref (''[http://data.crossref.org/depositorreport?pubid=J243966 WJM]'', ''[http://data.crossref.org/depositorreport?pubid=J310521 WJS]'', and ''[http://data.crossref.org/depositorreport?pubid=J310522 WJH]'') but can't actually see what those citing articles are. Depositing references will grant eligibility for Cited-by which WJUG can opt to enroll in (free!) and access said lists of citing materials for WikiJournal articles. If depositing references is of interest, the good news is that Crossref has made it pretty easy! References can be deposited manually via the [https://apps.crossref.org/SimpleTextQuery Simple Text Query] tool on Crossref's site. All one needs to do is copy the list of references from a WikiJournal article and paste it into the tool. (Note that for some articles, this will be easy; "[[WikiJournal of Science/Beak and feather disease virus: biology and resultant disease|Beak and feather disease virus: biology and resultant disease]]" has a unified reference list, but other articles like "[[WikiJournal of Humanities/Themes in Maya Angelou's autobiographies|Themes in Maya Angelou's autobiographies]]" have references split between a footnotes and a cited by list and may need to be manually trimmed to remove the repeated "[Author], [date], p. XX" footnotes when submitting.) Simple Text Query then parses the list and connects materials based on their DOIs. Once this is done, the depositor clicks ''Deposit'', enters their email, the Parent DOI (i.e., the DOI of the article for which references are being deposited), and their Crossref depositor credentials. I have been manually going through all articles in all three journals to make sure that all of them have relevant DOIs included in their references. I have completed ''WJS'', am almost done with ''WJH'', and will then start on ''WJM''. Once this is done, I would be happy to either guide someone interested through beginning to deposit references or take over the project myself, at least to work through the 87-article backlog of existing papers. (If someone with depositor access wants to try making a reference deposit, "Beak and feather disease virus" is in good shape and its reflist is ready to be deposited.) In either case, please let me know if this is something WJUG would be interested in pursuing and how I can help. Please let me know if you have any questions. Kindly —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 01:02, 19 June 2022 (UTC) : Okay, all ''WJH'' articles now include all available DOIs. ''WJM'' is left to do. —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 20:23, 19 June 2022 (UTC) ::Thanks Colin for the very informative post and your great work on adding DOIs. I will bring this up at our next monthly meeting. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 19:31, 20 June 2022 (UTC) :::Great points raised! I've added a step-wise summary process [[WikiJournal User Group/Editorial guidelines#Submitting reference metadata|here]] and we're looking at organising going through and uploading the back-catalogue. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 01:50, 21 July 2022 (UTC) ::::Thanks {{u|Evolution and evolvability}}! I'm glad to hear it's of interest. I'm still working through adding DOIs to all references in ''WJM'' but I'll try to finish that by the end of the month so all articles in all three journals are ready to be deposited. Let me know if you have any other questions! —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 05:18, 21 July 2022 (UTC) :::::''WJM'' is now complete, so all existing articles are ready to have their references uploaded should you choose to do so. Thanks! —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 00:44, 26 July 2022 (UTC) ::::::Oh neat, I see references have already been deposited for "[https://doi.org/10.15347/WJM/2022.003 Parenting stress]" and it's already showing up in the cited articles' Cited By lists (e.g., [https://citations.springernature.com/item?doi=10.1007/s10826-017-0963-6 here]). Thanks for doing this! —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 01:44, 26 July 2022 (UTC) :::::::{{re|Bobamnertiopsis}} Yes, I did [[WikiJournal of Medicine/Parenting stress|Parenting stress]] and another one (can't remember if it was [[WikiJournal of Medicine/The Kivu Ebola Epidemic|Kivu Ebola Epidemic]] or the [[WikiJournal of Medicine/Leptospirosis|Leptospirosis]]) as a trial to see how easy/difficult the process was. Is there a way to check back which one I did? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 19:27, 19 August 2022 (UTC) ::::::::{{re|OhanaUnited}}, good question. Looking at the [http://data.crossref.org/depositorreport?pubid=J243966 dates the DOIs were most recently updated], I'd guess that it was "[https://doi.org/10.15347/WJM/2022.002 Leptospirosis]", updated 18 July just like "Parenting stress". However, looking at [https://api.crossref.org/v1/works/10.15347/wjm/2022.002 the metadata itself], it looks like only a single reference was actually deposited ("Hussain, A. (2021). Society and culture. International Journal of Scientific Research. 12 (1). 40608-40613.") and it doesn't even seem to be a reference actually cited in the article, so it may be worth it to try depositing refs for that one again. (Compare to the [https://api.crossref.org/v1/works/10.15347/wjm/2022.003 "Parenting stress" metadata] where you can see all the references properly located within the metadata itself.) I hope this is useful! —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 20:52, 19 August 2022 (UTC) :::::::::That was indeed strange. Thanks for the detective work. I'll try Leptospirosis again this weekend and let the rest to be tackled by our technical editors. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:10, 19 August 2022 (UTC) == Rabeprazole? == I was just taking a look at the [[WikiJournal User Group/Potential upcoming articles|potential upcoming articles]] and noticed the 2018 preprint "[[WikiJournal Preprints/Rabeprazole|Rabeprazole]]" which does not seem to be included on the tracking list despite having received two peer reviews. It also doesn't seem to have a Wikidata item, but I couldn't see anywhere that it had been declined. Just flagging it here to make sure it hasn't slipped through the cracks. Thanks! —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 20:45, 16 August 2022 (UTC) :Good catch. I'm contacting the WJM board to find out. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 19:31, 19 August 2022 (UTC) {{re|Bobamnertiopsis}} Thanks for catching this. It was indeed an approved article that didn't get published because it fell through the crack. It will be published shortly. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 15:28, 20 August 2022 (UTC) == Wikipedia as a bibliographic tool for researchers? == Wikijournals give incentives for researchers to write in Wikipedia, by allowing Wikipedia articles to be peer-reviewed and officially counted as academic publications. What if in some cases, researchers did not need incentives because writing in Wikipedia would be directly useful to their own work? The idea is that they would not write on their own results or subject, but on some related subject which they would need to learn. (See [https://en.wikipedia.org/wiki/User:Sylvain_Ribault/WP_biblio_essay this short essay] for details.) Does anyone know examples of this modus operandi? If you are a researcher, does it seem applicable in your own field of research? [[User:Sylvain Ribault|Sylvain Ribault]] ([[User talk:Sylvain Ribault|discuss]] • [[Special:Contributions/Sylvain Ribault|contribs]]) 21:44, 17 August 2022 (UTC) == Capitalized titles? == Hello all, There's currently an inconsistency whether article titles are written with upper-case or lower-case first letter in its words. I think it's reasonable to have them lower-case, and Wikipedia as well as high impact scholarly journals (such as Nature and The Lancet) do the same. I think this should be added to the [[WikiJournal_User_Group/Publishing|Author guidelines]]. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 20:35, 21 August 2022 (UTC) : There was some discussion of this [https://en.wikiversity.org/w/index.php?title=Talk:WikiJournal_User_Group&oldid=2342516 last year] as well. —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 16:45, 22 August 2022 (UTC) ::Thanks. I've added sentence case to the Author guidelines: [https://en.wikiversity.org/w/index.php?title=WikiJournal_User_Group%2FPublishing&type=revision&diff=2424728&oldid=2423560]. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 23:32, 17 October 2022 (UTC) == Proposal to introduce "Inactivity removal policy" to the [[WikiJournal User Group/Individual WikiJournal bylaws|bylaws]] == {|class=wikitable | '''Outcome: Approved''' (see section bottom) As per September's WikiJournal meetings on September 7 and September 9, I am proposing amendments to the bylaw to introduce an inactivity removal policy in "ARTICLE VII - END OF TERM" to all WikiJournals. The reason for this proposal is to ensure that current editorial board members (editors and associated editors) are active in the activities that support the journal. At the meetings, we identified this issue when we attempted to find peer review coordinators to handle our submission backlogs across the journals. The proposal seeks to ensure that the activities that support the journal are spread out to many individuals and not place a burden on a few active volunteers. The proposed wording can be found at [[WikiJournal User Group/Individual WikiJournal bylaws/Proposed changes]] (the inactive policy words being added are in '''bold'''). Inactive members will be automatically removed if they do not participate in any WikiJournal activities for past 12 months. They will be given an opportunity to become active again before being removed from the editorial board. Meeting attendees representing all 3 WikiJournals unanimously agreed to proposed amendment. Our proposed inactive removal policy and its approach are [[meta:Admin activity review|similar to other WMF communities over how to handle inactive senior staff]]. I also included an exemption clause to the inactive removal due to extenuating circumstances if advance notice was given. The voting will be conducted according to [[WikiJournal User Group/Individual WikiJournal bylaws#ARTICLE III - VOTING|ARTICLE III - VOTING]] with regards to eligibility, quorum and outcome. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:13, 12 September 2022 (UTC) ===Support=== # Support as nom. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:13, 12 September 2022 (UTC) # {{support}} [[User:Physikerwelt|Physikerwelt]] ([[User talk:Physikerwelt|discuss]] • [[Special:Contributions/Physikerwelt|contribs]]) 04:57, 12 September 2022 (UTC) # {{support}} - makes sense. Don't know many academic journals that will continue to support inactive Editors. --[[User:Stevenfruitsmaak|Steven Fruitsmaak]] <small>([[User_talk:Stevenfruitsmaak|Reply]])</small> 07:00, 12 September 2022 (UTC) # {{support}} [[User:rwatson1955|rwatson1955]] # {{support}} [[User:Eystein Thanisch|Eystein Thanisch]] This sadly does seem necessary. I've been inactive for some time and have been making inquiries about how to tidily resign from the board, but presumably those who are still active are too busy with other things to assist with that. An automated procedure thus seems best. # {{support}} [[User:Rosieredfield|Rosieredfield]] ([[User talk:Rosieredfield|discuss]] • [[Special:Contributions/Rosieredfield|contribs]]) 15:22, 12 September 2022 (UTC) # {{support}} --[[User:AmyFou|AmyFou]] ([[User talk:AmyFou|discuss]] • [[Special:Contributions/AmyFou|contribs]]) 15:35, 12 September 2022 (UTC) # {{support}} I do support these types of clauses for a variety of reasons. I have been involved in the drafting and proposing of similar policy on several wikis as {{re|OhanaUnited}} is aware. There are good reasons for this. For administrative roles its security, as pointed out above here its backlogs. For myself I have spent the last two years serving as chair of the Ombuds Commission which takes considerable time for me. As such if people wish to remove me from the editorial board here I can understand that and will not object to it. I am still currently working on the OC and have plans to do a third term next year. Cheers [[User:Faendalimas|<span style="color: #004730">Scott Thomson</span>]] (<small class="nickname">Faendalimas</small>) ^{[[User talk:Faendalimas|<span style="color: maroon">talk</span>]]} 16:39, 12 September 2022 (UTC) # {{support}} [[User:Rachel Helps (BYU)|Rachel Helps (BYU)]] ([[User talk:Rachel Helps (BYU)|discuss]] • [[Special:Contributions/Rachel Helps (BYU)|contribs]]) 17:00, 12 September 2022 (UTC) # {{support}} [[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:36, 14 September 2022 (UTC) # {{support}} [[User:Oertherdb|Oertherdb]] ([[User talk:Oertherdb|discuss]] • [[Special:Contributions/Oertherdb|contribs]]) 12:56, 14 September 2022 (UTC) # {{support}} I think it's reasonable. I'd originally envisaged that we could just let people who's activity dropped off simply not renew at the end of a [[WikiJournal User Group/Individual WikiJournal bylaws#ARTICLE VII - END OF TERM|4-year term]], but I can see how that's probably insufficient for cases of complete inactivity over a year or more (so long as it doesn't add in too much admin overhead). It it were to be implemented, a reasonable process might be an email with the options: A) remain on the board; B) drop down to assoc editor to be contacted only for articles on their key subject area; or C) be removed from the board (default if no response). It'd also be an opportunity for them to give feedback if they have any. [[User:Evolution and evolvability|T.Shafee(Evo&#65120;Evo)]]^{[[User talk:Evolution and evolvability|talk]]} 04:33, 19 September 2022 (UTC) # {{support}} As an inactive member, I approuve. [[User:Marcrr|MarcRR]] ===Oppose=== # Perhaps we can find better incentives to stay active rather than to punish inactivity, in light of us having fixed terms renewable as per the existing by-laws. If feasible, we can perhaps create another category for officials to be deemed "inactive" by new definition, and maintain them as pool of experts ("fleet in being" analogy) who can choose to reactivate their editorship at any time, since we believe in their expertise the first time. This may help us project an image of a welcoming board that provides better recognition and promotion of active members. [[User:Arius1998|Arius1998]] ([[User talk:Arius1998|discuss]] • [[Special:Contributions/Arius1998|contribs]]) 03:39, 12 September 2022 (UTC) #:I find the conceptualisation of it as "punishment" questionable. Nothing bad happens. It's just that people who aren't doing any editing (and haven't done any in a long time) are no longer listed as editors. I think the discrepancy is with how different people in this discussion understand the "title" of "editor": some see it as some sort of badge of recognition for a person's expertise, while others (including myself) see is as a description of an activity. If it's just a descriptor of an activity, when the activity ceases (for a long amount of time), then the descriptor is no longer accurate. The proposed definition of "activity" makes the bar for further participation extremely low, so I do think that continued listing as editor is accessible to those who want it. [[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:44, 14 September 2022 (UTC) # I second Arius1998. Definitions of active and inactive along with exceptions need to be put forward before jumping to conclusions. Being an innovative journal with non-conventional format, we need to be careful in executing hasty decisions. [[User:G10sinha|G10sinha]] ([[User talk:G10sinha|discuss]] • [[Special:Contributions/G10sinha|contribs]]) 09:15, 12 September 2022 (UTC) #:{{re|G10sinha}} The definitions of active (and vice versa for being inactive) along with exceptions have already been specified in [[WikiJournal User Group/Individual WikiJournal bylaws/Proposed changes]]. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:08, 12 September 2022 (UTC) # Oppose per my comments below regarding "The definitions of active (and vice versa for being inactive)" etc. If you limit editorship to a year where no editable submissions occur you lose valuable editors! --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 07:43, 13 September 2022 (UTC) #:Indeed we risk losing editors in the process, but I believe it is for the better overall, as we are in need of activity more than having people registered as members. I think a year gives plenty of opportunity to engage. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 23:42, 17 October 2022 (UTC) ===Neutral=== # I have been inactive for some time for want of submissions in my particular subject. I am not actively trying to encourage submissions, but if a submission came I would be happy to work on it. People like me could be kept in some kind of purgatory as per [[User:Arius1998|Arius1998]]'s suggestion. [[User:Sylvain Ribault|Sylvain Ribault]] ([[User talk:Sylvain Ribault|discuss]] • [[Special:Contributions/Sylvain Ribault|contribs]]) 07:12, 12 September 2022 (UTC) ===Comments=== I think it would be good to specify active. I myself was not active, as no articles were submitted and I never got a reply regarding my idea to organize a special issue. [[User:Physikerwelt|Physikerwelt]] ([[User talk:Physikerwelt|discuss]] • [[Special:Contributions/Physikerwelt|contribs]]) 05:02, 12 September 2022 (UTC) I'd like to add a few observations: # I haven't been serving as an editor for the same reason stated above in '''Neutral'''. Lately, all of the submissions have been outside the physical, chemical, astronomical, geological or mathematical. I update [[WikiJournal of Science/Contribute]] occasionally and have asked Wikipedia contributors to submit articles to the WikiJournal of Science but so far no submittals. I am interested in genetics and do consider serving as an editor in this area but my expertise is limited and expanding. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:41, 13 September 2022 (UTC) # if you look at the current submissions on [[WikiJournal of Science/Potential upcoming articles]] you'll see that almost all current submittals are biological. I hope that the WikiJournal of Science is not being reduced to the WikiJournal of Biology. # on [[WikiJournal of Science/Contribute]] we have the following: "Are you proud of any science article you've written on Wikiversity, Wikipedia or any other Wikimedia wiki? Then your article may be eligible for publication at the WikiJournal of Science!" Many of my lectures and resources that are part of my open educational resource called [[Radiation astronomy/Courses/Principles|Principles of radiation astronomy]] are attempts to review in a course context fields within astronomy. Any that others believe might make a good contribution to the WikiJournal of Science could be submitted, and open to peer review. This of course also applies to other contributors here at Wikiversity. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 02:18, 13 September 2022 (UTC) # usually the WikiJournal of Science only accepts open access submissions. ''Nature'' is the foremost science journal in the world and with a few exceptions its articles are for educational use only. This suggests that occasionally perhaps the WikiJournal of Science could publish educational issues or articles where figures could be fairuse. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 04:26, 13 September 2022 (UTC) # "Active is defined as at least one productive engagement in an email or on-wiki discussion, participating in a virtual WikiJournal meeting, participating, attending or presenting as a WikiJournal representative at a local, national or international event, or finding peer reviewers for a submission." No! The purpose of an editor is to help prepare submissions for publication such as but not limited to finding peer reviewers for a submission where professionally likely. Discussions, meetings, and attending or presenting are optional and voluntary and do not constitute activeness as an editor. These instead help the success of the journal by encouraging submissions and are a user group function but are voluntary and encouraged but never mandatory. To make them mandatory is not needed for any editor or editor-in-chief but a manager only. Anyone who manages but does not perform editorship can be considered active but not as an editor. No editor should be considered inactive for lack of submissions upon which to perform editorship. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 07:38, 13 September 2022 (UTC) #:But Editorial Board meetings are meetings for members of the editorial board. Who else would be attending? I get that there may be a year where no article within one's area of expertise is submitted and where therefore one cannot edit an article. But at least showing up to meetings where the general editorial policy of WikiJournals is discussed (or getting active in some other way that furthers the WikiJ mission) at least once in a year - I don't think that's asking too much. [[User:Mstefan|Mstefan]] ([[User talk:Mstefan|discuss]] • [[Special:Contributions/Mstefan|contribs]]) 12:36, 14 September 2022 (UTC) #::Actually it may be too much to ask. Looking at the history of submissions, the last one outside biology was just more than two years ago. Supplemental participation to a meeting here may widen participation where schedule conflicts occur. Usually, anything I have to add or discuss is easier here. The matters discussed are important and I'm happy with the general outcome. I have listed some suggestions here for widening submittals to the WikiJournal of Science which can be discussed at such meetings as well as here. But, the number and variety of submissions has dwindled suggesting that the meetings are failing somewhere or that the ended pandemic has caused some withdrawal that will soon change. On my talk page I'm putting together a table of "Recent contributions from WikiJournal of Science Editorial Board" which suggests that we may have to remove some inactive members for no activity for two or more years. While I'm not familiar with the success of "getting active in some other way that furthers the WikiJ mission", the number of scientists I've contacted for peer review has greatly widened their general awareness of our journal's existence. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 20:28, 14 September 2022 (UTC) #:::Regarding the "Recent contributions from WikiJournal of Science Editorial Board" an arbitrary cutoff after one year seems to be a bit of a problem. A better solution would be to contact some of those I've listed as "Inactive" to see if they wish to continue on our board. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 03:43, 15 September 2022 (UTC) # Looking at our WikiJournal User Group, there are about 73 members. Perhaps half of these would be considered inactive. To have a reasonable vote of the 37 active members would require some 19 votes as a quorum. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 04:24, 15 September 2022 (UTC) #:Incorrect. The [[WikiJournal_User_Group/Individual_WikiJournal_bylaws#Section_3._Quorum|Quorum]] is the lesser of "10 votes from eligible voting members" or "20% of the total number of Editorial Board members". Using your number (73), 20% of 73 is 15 members. Both metrics have already been met at the current stage, with 10 days to go. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 16:50, 16 September 2022 (UTC) #::Thanks for your comment! What we have done in the past, e.g., with G. Brian Whalley, was attempt contact during 2018, both by myself and with the Editor-in-chief. Whalley did not respond to emails but I was able to contact him at his university through a third party regarding his participation on finding reviewers for the [[WikiJournal of Science/Ice drilling methods|Ice drilling methods]] submission. He indicated he had inquired of colleagues to review but none responded. This effort to contact took several days. Simply dropping an editor for no activity after one year may not be good. As you've noted above an attempt to contact each is needed but is time consuming. Expecting them to respond with email (that may no longer be active) may not be effective. On established journals, members of an editorial board are responsible for contacting the Editor-in-chief if they no longer wish to be considered for finding reviewers or as some have done with the WikiJournal of Science, they've just withdrawn from the board. Usually, a member is kept for obtaining reviewers for about five years, assuming submissions have occurred in their area of expertise and response has occurred in the past. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 17:56, 16 September 2022 (UTC) #:::While I realize we have agreed to what we consider a quorum, according to Wiktionary, somewhat modified, '''Def.''' the "number of people [members]<ref name=QuorumWikt1>{{ cite book |author=[[wikt:User:63.86.210.252|63.86.210.252]] |title=quorum |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=1 February 2005 |url=https://en.wiktionary.org/wiki/quorum |accessdate=7 September 2022 }}</ref> required for a governing body or organization to actually vote or [group to officially]<ref name=QuorumWikt1/> conduct business<ref name=QuorumWikt>{{ cite book |author=[[wikt:User:Alia H|Alia H]] |title=quorum |publisher=Wikimedia Foundation, Inc |location=San Francisco, California |date=1 February 2005 |url=https://en.wiktionary.org/wiki/quorum |accessdate=7 September 2022 }}</ref> [and to cast votes, often but not necessarily a majority or supermajority]"<ref name=QuorumWikt1/>is called a '''quorum'''. A majority of 73 is 37 which if half the boards are inactive is perhaps unrealistic though perhaps not required, but to contact 37 editors to see if they wish to be kept on our boards is a heavily time consuming task. --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 18:48, 16 September 2022 (UTC) '''Outcome: Approved'''. Valid points have been raised about the consequences of introducing a minimal activity requirement, but overall there is strong support for it, so I hereby mark it as approved. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 02:23, 18 October 2022 (UTC) ==References== {{reflist|2}} |} == How should unsubmitted preprints be handled? == I've noticed that there are a number of old, incomplete articles under the WikiJournal Preprints namespace, many of which are unlikely to be suitable for publication even if they were finished and submitted. A couple of examples are: * [[WikiJournal Preprints/COVID-19 ELIMINATION AND CELLDIFFERENTIATION]] * [[WikiJournal Preprints/Cultural Computational Publishing: A Sprint]] * [[WikiJournal Preprints/Medical gallery of Aria Rad]] * [[WikiJournal Preprints/Parts of a Book]] * [[WikiJournal Preprints/Zoosemiotics]] Does the WikiJournal project have any standing policies to reject these drafts automatically after some point, or do they just stay in the "unpublished pre-print" state indefinitely? (Is it possible that some of these pages have slipped under the radar, e.g. by not being in the appropriate categories?) Do all of them (especially the ones that never got beyond writing an abstract) need to be preserved for posterity, or can they be deleted after some period of time? [[User:Omphalographer|Omphalographer]] ([[User talk:Omphalographer|discuss]] • [[Special:Contributions/Omphalographer|contribs]]) 22:13, 12 December 2022 (UTC) :Ping? I'm also curious about the status of the following two articles: :* [[WikiJournal Preprints/Cryometeors]] :* [[WikiJournal Preprints/Sunflower Trypsin Inhibitor]] :These two display a message claiming that they are "an editorial article and [are] published without peer review", which I don't think is intended. [[User:Omphalographer|Omphalographer]] ([[User talk:Omphalographer|discuss]] • [[Special:Contributions/Omphalographer|contribs]]) 03:26, 10 July 2023 (UTC) == Question regarding WikiJournal and duplicate content == Hi! I have two questions. I searched around a bit and didn't find anything. # When a stable WikiJournal article is the basis of a separate living page, say on Wikipedia or Wikiversity, do you know if it's possible to use a [[w:canonical link element]] to indicate the canonical version of the article for search engines? # If so, do you know if the WikiJournal User Group has a policy regarding which version is canonical? Thank you so much! [[User:Greg at Higher Math Help|Greg at Higher Math Help]] ([[User talk:Greg at Higher Math Help|discuss]] • [[Special:Contributions/Greg at Higher Math Help|contribs]]) 22:34, 13 February 2023 (UTC) :@[[User:Greg at Higher Math Help|Greg at Higher Math Help]] I don't think canonical link element is supported by MediaWiki. It's limited by the software itself. The canonical version of the page is the WikiJournal PDF, which is linked on the wiki page and on Wikidata. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 04:24, 11 March 2023 (UTC) ::Thank you! [[User:Greg at Higher Math Help|Greg at Higher Math Help]] ([[User talk:Greg at Higher Math Help|discuss]] • [[Special:Contributions/Greg at Higher Math Help|contribs]]) 02:24, 1 April 2023 (UTC) == Preprint Quality == I recently had an article accepted at the WIkiJournal of Medicine and was very disappointed with the PDF preprint quality/process (with no insult towards the editors). I know very little about how things work behind the scenes, but my understanding is that the PDF preprints are manually produced using MS Word. Though WikiJournal requires svgs, there is (to my knowledge) no way to retain the vector-ness of the svg files in Word and it generally results in poor quality rasterization. This can even be seen in the header images. I've made a little process to produce a preprint from the wikipedia page that relies on [https://mediawiki2latex.wmflabs.org/ mediawiki2latex], and the editors have [https://upload.wikimedia.org/wikiversity/en/2/24/Alternative_androgen_pathways.pdf uploaded] my preprint. You can see I tried to mimic the existing preprint as best as I could given my fairly shallow latex knowledge and the constraints associated with trying to make this as automatic as possible. I don't have any stats on how much people use preprint PDFs, but I suspect many people rely on them. It is essential that the print quality is up to par any other academic journal. The existing method, I think, it probably too manual and results in an obviously poor quality print that will limit author interest. I've put my basic process here: https://github.com/mittimithai/wjlatexpreprint and suggest it that it be used as a basis for coming up with a standard, essentially automated process across all WikiJournals for high quality pdf preprints. WikiJournals should provide a baseline preprint and authors can then be responsible for custom typesetting. Using latex in this context is a bit different than writing one's own papers, mediawiki2latex output has to be transformed as reliably into PDF as possible. I tried to apply as much appropriate substitution as I could in the perl script but I am sure there can be some improvements made. [[User:Maneesh|Maneesh]] ([[User talk:Maneesh|discuss]] • [[Special:Contributions/Maneesh|contribs]]) 18:48, 30 April 2023 (UTC) :Please consider using the Century Schoolbook font as a "serif" for the paragraph regular text, and Franklin Gothic font as a "sans-serif" font for the headers (titles). Or use any appropriate font set for the text and headers that the journal adopted, but the fonts have to fit each other. [[User:Maxim Masiutin|Maxim Masiutin]] ([[User talk:Maxim Masiutin|discuss]] • [[Special:Contributions/Maxim Masiutin|contribs]]) 20:05, 1 May 2023 (UTC) ::I am not terribly partial to any font, wikimedia2latex makes use of KOMA which does things in certain ways that are partial to the author's views. There does seem to be a lot of "religion" in typesetting with very little of it empirically justified. Feel free to add in a free font to the github repo, I think all one needs to do is change the two lines in maininc.tex. The current lines I think implicitly depend on font locations in an ubntu install. [[User:Maneesh|Maneesh]] ([[User talk:Maneesh|discuss]] • [[Special:Contributions/Maneesh|contribs]]) 20:55, 1 May 2023 (UTC) == Recent articles without reference deposits == Hello! I just wanted to flag that a few recent articles have not yet [[WikiJournal User Group/Editorial guidelines#Submitting reference metadata|had their references deposited into Crossref]]: * "[[WikiJournal of Science/Multiple object tracking|Multiple object tracking]]" (''WJS'') * "[[WikiJournal of Science/Non-canonical base pairing|Non-canonical base pairing]]" (''WJS'') * <s>"[[WikiJournal of Medicine/Alternative androgens pathways|Alternative androgens pathways]]" (''WJM'')</s> * "[[WikiJournal Preprints/Impact of xenogenic mesenchimal stem cells secretome on a humoral component of the immune system|Impact of xenogenic mesenchimal stem cells secretome on a humoral component of the immune system]]" (''WJM'') * "[[WikiJournal of Humanities/Loveday, 1458|Loveday, 1458]]" (''WJH'') Thanks! Kindly —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 22:07, 18 July 2023 (UTC) :Thanks {{u|Bobamnertiopsis}}. I'm tagging {{u|Silver Dovelet}} who's responsible for this task. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 14:17, 1 August 2023 (UTC) ::{{re|Bobamnertiopsis}} Can you check if the references for these publications have been deposited? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:36, 10 December 2023 (UTC) :::{{re|OhanaUnited}} yes, thanks for pinging me about this! It looks like "[[WikiJournal of Medicine/Alternative androgens pathways|Alternative androgens pathways]]"'s refs have been deposited (see https://api.crossref.org/works/10.15347/WJM/2023.003) but the other four have not yet been deposited (compare with https://api.crossref.org/works/10.15347/WJH/2023.001 e.g.; you can always swap out the DOI at the back of this link to see the metadata registered for a particular article). Thanks! —[[User:Bobamnertiopsis|Collin]] (Bobamnertiopsis)^{[[User talk:Bobamnertiopsis|t]] [[Special:Contributions/Bobamnertiopsis|c]]} 15:24, 10 December 2023 (UTC) ::::The remaining 4 should be deposited now. Thank you. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 04:47, 15 December 2023 (UTC) == Rejection rates == What are the rejection rates of WikiJournals? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 13:19, 5 September 2023 (UTC) :@[[User:Juandev|Juandev]] Very good questions. We have not tallied the overall rejection rate (or individual rejection rate within each journal). Using 2023's data, my estimation is about 60-75% rejection rate in the medicine and science journals. But the overall % does not reflect the amount of work performed behind the scenes. Just over half of the rejected articles are "desk reject" or author filled out the submission form but never submitted the text. The rest are due to author abandoning submission partway (stale submission), rejection after peer review or author no longer has time to complete revision. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 03:06, 19 September 2023 (UTC) ::OK. I see. Thx. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:17, 22 September 2023 (UTC) == Peer Reviews == As per my understanding off [[WikiJournal of Humanities/Peer reviewers]] only qualified external professionals are allowed to formally peer-review articles. Which seems a bit unnecessary considering anyone can write articles, also Nupedia vibes, this seriously hurts the journal's growth due to lack of volunteers. I believe that editors on wikipedia who've written extensively on related topics, should also be invited to peer-review articles, this would add a lot more volunteers (thus making the whole process faster and smoother), and get qualified people from wikipedia over to wikiversity. [[User:Crainsaw|Crainsaw]] ([[User talk:Crainsaw|discuss]] • [[Special:Contributions/Crainsaw|contribs]]) 11:55, 17 December 2023 (UTC) == Current status of WikiJournals == I hate to say this, but so far, I've yet to see WikiJournal revolutionize academic journals in the way that Wikipedia affected encyclopedias severely. Furthermore, WikiJournals have been kinda slow to publish articles. Also, there have been many other open-access journals, especially ones using CC-BY-NC-ND. Also, many published articles happen to be adapted from Wikipedia articles and then copied (if not adapted) into Wikipedia articles, especially same ones. Maybe these are reasons for WMF to be reluctant to approve further development of WikiJournals. I did have high hopes for this project, yet my interests in the semi-project has.... waned. [[User:George Ho|George Ho]] ([[User talk:George Ho|discuss]] • [[Special:Contributions/George Ho|contribs]]) 23:54, 3 January 2024 (UTC) :I appreciate all the work that went into the publication of an article I worked on last year, without insulting the editors, I was overall disappointed (though they editorial team was able to get outstanding reviewers that were very patient with a very deficient initial draft). I proposed a mostly automated pdf workflow (see above) with no uptake/feedback. Good quality PDFs, I think, are a very very high priority. The current quality is very low and suffers from (what seems to be) a fairly manual process and immediately obvious rasterization artifacts which look unprofessional. Automation to bring the journal to a professional standard is essential before greater aspirations. [[User:Maneesh|Maneesh]] ([[User talk:Maneesh|discuss]] • [[Special:Contributions/Maneesh|contribs]]) 18:35, 4 January 2024 (UTC) ::I should also add that WIkiJournal of Medicine articles don't appear properly indexed by Google Scholar, they don't look like proper journal articles. When I search for the title of my article: ::[PDF] [https://upload.wikimedia.org/wikiversity/en/a/a7/Alternative_androgens_pathways.pdf Alternative androgen pathways] ::[https://scholar.google.com/citations?user=9gJaSxcAAAAJ&hl=en&oi=sra MG Masiutin], MK Yadav - upload.wikimedia.org ::Steroidogenic routes to androgens have been discovered and characterized over the last two ::decades that fall outside the Δ4 and Δ5" classical androgen pathways" to testosterone and … ::Save Cite [[scholar:related:x2717efivtkJ:scholar.google.com/&scioq="alternative+androgen+pathways"&hl=en&as_sdt=0,5|Related articles]] [https://scholar.google.com/scholar?cluster=15690227637562994375&hl=en&as_sdt=0,5 All 2 versions] ::[[WikiJournal of Medicine/Alternative androgens pathways|'''[HTML]''' wikiversity.org]] ::[HTML] [[WikiJournal of Medicine/Alternative androgens pathways]] ::[https://scholar.google.com/citations?user=9gJaSxcAAAAJ&hl=en&oi=sra MG Masiutin], MK Yadav - History - en.wikiversity.org ::… This expository review uses "'''alternative''' '''androgen''' '''pathways'''" to include what has been … ::lack of clear and consistent knowledge of '''alternative''' '''androgen''' '''pathways'''; the authors hope this … ::Save Cite [[scholar:related:J-L2yz0dY10J:scholar.google.com/&scioq="alternative+androgen+pathways"&hl=en&as_sdt=0,5|Related articles]] ::[https://upload.wikimedia.org/wikiversity/en/archive/2/24/20230503121130%21Alternative_androgen_pathways.pdf '''<nowiki>[PDF]</nowiki>''' wikimedia.org] ::[PDF] [https://upload.wikimedia.org/wikiversity/en/archive/2/24/20230503121130%21Alternative_androgen_pathways.pdf WikiJournal Preprints/Alternative Androgen Pathways] ::MG Masiutin, MK Yadav - upload.wikimedia.org ::… This expository review uses "'''alternative''' '''androgen''' '''pathways'''" to include what has been … ::lack of clear and consistent knowledge of '''alternative''' '''androgen''' '''pathways'''; the authors hope this … ::Save Cite [[scholar:related:wfMK5FH57gsJ:scholar.google.com/&scioq="alternative+androgen+pathways"&hl=en&as_sdt=0,5|Related articles]] [https://scholar.google.com/scholar?cluster=859898708987933633&hl=en&as_sdt=0,5 All 2 versions] ::Ensuring that the wikijournal articles don't look like some sort of second rate article in google scholar is very important. ::[[User:Maneesh|Maneesh]] ([[User talk:Maneesh|discuss]] • [[Special:Contributions/Maneesh|contribs]]) 07:30, 5 January 2024 (UTC) :::I think the ''quality of the journals'' is fine ...IMO, what I have noticed is that the process[https://en.wikiversity.org/wiki/WikiJournal_of_Medicine/Potential_upcoming_articles] is a little slow--[[User:Ozzie10aaaa|Ozzie10aaaa]] ([[User talk:Ozzie10aaaa|discuss]] • [[Special:Contributions/Ozzie10aaaa|contribs]]) 13:50, 14 January 2024 (UTC) == Notice about proposed deletion == It has been proposed to delete some unused files at [[Wikiversity:Requests_for_Deletion#Unused_files_uploaded_by_PCano]]. Someone suggested that WikiJournal might be interessted in the discussion so I made this notice. Feel free to join the discussion. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 17:21, 27 February 2024 (UTC) :It might help if I put forth two questions. There is no need for answers to both, since an answer to one of them would allow us to delete a large number of image files: #Are the files at [[:Category:Files uploaded by PCano - unused]] of any use to the WikiJournals? #I vaguely remember an issue with Wikiversity image files that involved the WikiJournals and files that are imbedded in WikiJournal pdf files, but don't remember the details. The question is this: If a file is not used by any WikiJournal page, is it OK to delete it? --[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 19:13, 27 February 2024 (UTC) == [[Wikipedia:WikiJournal article nominations]] is dead == Hello, I wanted to get in touch with you about a part of this process. The submissions board at [[en:Wikipedia:WP:WikiJournal article nominations|WikiJournal article nominations]] is no longer being maintained. [[User:Evolution and evolvability|Evolution and evolvability]] has been inactive since November 2023 and has not responded to multiple attempts of mine to get in touch with him. I submitted an article there more than 4 months ago and have not even received confirmation of its submission. I notice the previous section on the status of the WikiJournals, and I must say that I am also disheartened by my attempt to contribute. I hope that someone on this end of the process will come over to English Wikipedia and fill in this gap so that the article pipeline is no longer so flawed. [[User:Fritzmann2002|Fritzmann2002]] ([[User talk:Fritzmann2002|discuss]] • [[Special:Contributions/Fritzmann2002|contribs]]) 16:12, 29 March 2024 (UTC) :Hi [[User:Fritzmann2002|Fritzmann2002]], thanks for pointing it out, I'm actually in the same situation (article submitted in April 2025). :I saw however that your submitted article has now a preprint page, and, according to the history, it was created by yourself. Did you obtain a permission from the editors for doing so, or can actually any user create directly a preprint page for their submissions? I didn't even tried myself, because it was never clear to me who is actually responsible for converting nominated Wikipedia articles into Wikijournal preprints. I have also explicitly asked the editors, but I have not obtained any reply so far... [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 16:53, 2 September 2025 (UTC) :As long as everything is subordinated to Wikipedia, projects of this type cannot be a trustworthy partner. Yes, WikiJournal would be a great project that could exist on its own, but unfortunately it is not. You want to publish, you find WikiJournal, you write an article and hey, they don't accept articles of this type because it doesn't suit Wikipedia. So at the moment if it is publishable on Wikipedia, publish it directly on Wikipedia, if you need to publish in an article you are out of luck. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:42, 3 September 2025 (UTC) ::Sorry, I think we are talking about different problems. The page [[wikipedia:WikiJournal_article_nominations|WikiJournal article nominations]] deals precisely with articles already present on Wikipedia, so this is not the issue. The articles that we were mentioning above have been already written on Wikipedia first, so it's not a matter of not being accepted because they don't suit Wikipedia, but simply of not being converted (yet) into a WikiJournal preprint, which in turn (after passing the peer-review phase) would to a publication in a WikiJournal. ::I had already published an article with this procedure a couple of years ago and everything went smoothly, so I don't see an intrinsic problem in the system, just in this first stage, which requires some manual conversion from Wikipedia to Wikiversity (as I said, I would be willing to do it myself, but I'm not sure if it is allowed). [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 15:40, 3 September 2025 (UTC) :::I see. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 04:42, 4 September 2025 (UTC) :::Yes, this is the issue. The point-man for that part of the process has gone inactive, and now it just isn't done. There needs to be some redundancy in this journal, so that if a volunteer (understandably) can't fulfill their role for an extended period of time there is someone else to step in. As of right now it seems there are several points in the process where a submitted article can just run out steam, through no fault of the author. Nobody wants to be ushering a written piece of work through review for years on end. [[User:Fritzmann2002|Fritzmann2002]] ([[User talk:Fritzmann2002|discuss]] • [[Special:Contributions/Fritzmann2002|contribs]]) 23:36, 17 September 2025 (UTC) ::::Yes, I agree. But then, just to be clear, how was the issue solved for your article [[WikiJournal Preprints/Hypericum sechmenii|Hypericum sechmenii]]? From the history page it seems that you did create the preprint yourself. Is it allowed? Did an editor give you permission to do it? [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 10:11, 18 September 2025 (UTC) :::::Hello everyone, :::::I'm submitting an article that I entirely revamped on Wikipedia ([[w:Pentagram map]]). I filled the form [https://docs.google.com/forms/d/e/1FAIpQLSf-Nu7hjiTeJ5uQ5ozMOIivWZjeyJCPLwAUOuNDP1MVKUbCSQ/viewform WikiJournal submission form]. What should I do now ? @[[User:Francesco Cattafi|Francesco Cattafi]], I see that for [[WikiJournal Preprints/Diffeology]], you created it yourself. Should I do the same ? Did you get any reply ? :::::It's quite saddening to see that a nice project like the WikiJournal seems to be going down... At least from what I can read here. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 15:13, 8 December 2025 (UTC) ::::::Hi @[[User:Regliste|Regliste]], I was in doubt what to do, but eventually I got the explicit permission from @[[User:Marshallsumter|Marshallsumter]] to create the preprint page myself (see also the related discussion on [[w:User_talk:Marshallsumter#Importing_Wikipedia_articles_to_Wikipreprints]]). However, since then I haven't received any further reply (see also my question at [[User_talk:OhanaUnited#WikiJournal_article_nominations]]) and the review process hasn't started at all. ::::::I guess therefore that you could probably do the same and create manually the preprint page - at worst it will be modified later by an editor. ::::::As you say, it is indeed quite sad that the WikiJournal project seems to have slowed down/stopped; I still hope that the trend will revert at a certain point... [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 16:04, 11 December 2025 (UTC) :::::::Thanks a lot for your answer... I dearly hope that it will get back on its feet. I'll try to send some mails too, if anything comes up I'll notice it here. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 21:03, 13 December 2025 (UTC) == Reporting and affiliate expiration == Please see: [[meta:Talk:Proposal:_WikiJournal_as_a_sister_project#(Second_Reminder)_Notification_of_Affiliate_Expiration_-_Renewal_pending_submission_of_reporting_2]]. [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 04:15, 4 April 2024 (UTC) == Requested move == I propose we move this page / rename this page to WikiJournal (not to be confused with [[Wiki Journal]]), since [[m:WikiJournal User Group|WikiJournal User Group]] already has its own page. Can we gather enough votes to agree on this? [[User:Infogiraffic|Infogiraffic]] ([[User talk:Infogiraffic|discuss]] • [[Special:Contributions/Infogiraffic|contribs]]) 18:51, 15 April 2025 (UTC) :I've made up my mind. I think we should rebrand WikiJournal. '''Wikiversity Press''' would become the new name. I recently created this [https://meta.wikimedia.org/wiki/Talk:Proposal:_WikiJournal_as_a_sister_project#Rebranding_WikiJournal_into_Wikiversity_Press logo], so people can start to distinguish between Wikiversity Press and the [[m:WikiJournal User Group|WikiJournal User Group]] and its [https://commons.wikimedia.org/wiki/File:WikiJournal_logo.svg logo] more easily. [[User:Infogiraffic|Infogiraffic]] ([[User talk:Infogiraffic|discuss]] • [[Special:Contributions/Infogiraffic|contribs]]) 14:19, 18 April 2025 (UTC) ::@[[User:Infogiraffic|Infogiraffic]] Respectfully, the change was unilaterally proposed by you. The 3 journal names were also changed by you without discussion. Your [https://en.wikiversity.org/w/index.php?title=WikiJournal_User_Group&diff=2713504&oldid=2705342 changes] to the main page also made it more difficult to access the journals because the journal titles are no longer clickable. Did someone from user group asked you to make these changes? [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 20:24, 18 April 2025 (UTC) :::Hi, @[[User:OhanaUnited|OhanaUnited]]. Great feedback. The visitor message has now been edited to include the conditional status of the proposal. This is just me believing in the potential of WikiJournal and trying to gather support for a rebrand and revamp. I work independently from the WikiJournal User Group to improve things that I like to see thriving. I've listened to your advise regarding the titles; they are clickable now:) If you got more, feel free to share. [[User:Infogiraffic|Infogiraffic]] ([[User talk:Infogiraffic|discuss]] • [[Special:Contributions/Infogiraffic|contribs]]) 07:05, 19 April 2025 (UTC) ::::Oh, and no journal names were changed. I simply copy pasted the existing ones. If you prefer so, we can opt to display the shorter variants instead of the longer ones. [[User:Infogiraffic|Infogiraffic]] ([[User talk:Infogiraffic|discuss]] • [[Special:Contributions/Infogiraffic|contribs]]) 07:17, 19 April 2025 (UTC) :::::Thanks for responding to my question. Please note that the WikiJournal User Group has not discussed any rebranding initiatives and any changes to the name (such as changing to Wikiversity Press) risk diluting the brand recognition that we made and built up over the last 10 years with the Wikimedia movement, open access community, WikiJournal editorial board members, and external reviewers. I appreciate your approach to be bold in the redesign for the main page, which has display issues on mobile. I made some changes to the display title to clarify any confusion around the journal titles. I have reached out to the editorial boards and at this point nobody knew about your rebranding proposal. Some also raised questions why revamping would require a name change without any consultation (especially when it was brought up during the final exam period and week of Easter holiday). At this point I am '''opposing''' the requested move and politely ask you seek adequate consensus from the community before making more references to Wikiversity Press or rebranding. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 23:26, 19 April 2025 (UTC) ::::::Thank you greatly for your effort(s) in representing the board, providing context, and defending the integrity of the WikiJournal community. I understand your perspective and hesitancy toward my boldness. However, as an outsider, WikiJournal seems to have fared quite under the radar with almost no publicity among notable news channels. So to me, there does not seem to be much dilutable brand recognition to begin with as of now. Furthermore, it is out in the open that the community has ignored offers to buy / rent the eerily eponymous domain name [https://en.wikijournal.org/wiki/Main_Page wikijournal.org], as can be read [https://en.wikiversity.org/wiki/Talk:WikiJournal_User_Group/Archive_2019#Selling_wikijournal.org here] and [https://meta.wikimedia.org/wiki/Talk:Proposal:_WikiJournal_as_a_sister_project#Wikijournal.org here]. Not the ideal vantage point from which to brand a broadly appealing publishing house without confusing at least some unfamiliar people about its connection, if you ask me. Wikiversity Press aims to alleviate this imbroglio, by starting anew while conforming to the conventional naming procedure that is used at a variety of prestigious universities. Also, the logo conveys stature instead of playful lambency, which is, in my eyes, exactly what we would need to try and close the "Academia-Wikipedia gap" that is so elegantly expressed on the WikiJournal homepage. I am not here to take credit for anything. Take the name or renounce it; no strings attached. If no consensus is gathered, I will rest my case. But otherwise, I would happily assist in further developing the platform by introducing new UI and UX related improvements, as well as streamlining pagination, submissions, and peer-review. Sincerely, [[User:Infogiraffic|Infogiraffic]] ([[User talk:Infogiraffic|discuss]] • [[Special:Contributions/Infogiraffic|contribs]]) 18:16, 20 April 2025 (UTC) :::::::Hello [[User:Infogiraffic|Infogiraffic]]. First of all, I'd like to give you a big thank you for your improvements to the wiki page! Also, I appreciate the effort in coming up with an alternative name and logo. However, I'd also like to point out several factors that led us to having the brand and logo as we have. The project actually started out in 2014 as "Wikiversity Journal", which is somewhat more similar to "Wikiversity Press", but then had a big discussion with multiple alternative names, of which WikiJournal came out as the winner - [[Talk:WikiJournal_User_Group/Archive_2016_naming_vote#Name_election]]. Reasons for changing from Wikiversity Press to WikiJournal included making it shorter. Also, we do not necessarily want to associate with Wikiversity, and are hoping to have a separate wiki as a Sister Project in the future, and if we for some reason went back to a "Wikiversity"-containing name then we would likely need to change it again if we became a separate wiki. While "Wikiversity Press" was not among the choices in the past election, and I agree it has some good points as you mentioned, I think it is less specific than "journal", and may be mistaken as a news, books or magazine publisher. Similarly for the logo, if you see the upload history of the WikiJournal logo [https://commons.wikimedia.org/wiki/File:WikiJournal_logo.svg] it actually started out as something more Wikiversity-like, but then we've strived to make it something more unique. So thanks again for the proposal, but with everything taken together I have to say '''oppose''' to this newly suggested project name and logo. [[User:Mikael Häggström|Mikael Häggström]] ([[User talk:Mikael Häggström|discuss]] • [[Special:Contributions/Mikael Häggström|contribs]]) 21:49, 7 May 2025 (UTC) ==Deletion of preprint on Commons== See *[[Commons:Commons:Deletion_requests/File:Dravidian_Arc_-_Reframing_Ancient_India’s_Civilisational_Origins.pdf]] Wikimedia Commons reviewers deleted someone's preprint submission because 1) preprints out of scope for Commons and 2) someone thought it seemed like AI. The author there insists that the work is their original creation without AI. My question for WikiJournal: how welcome are preprints here? Is this the kind of case that I can generally invite for submission here? [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 15:52, 11 November 2025 (UTC) :Hey Lane. As I [https://commons.wikimedia.org/w/index.php?title=Commons_talk:Project_scope&diff=prev&oldid=1114944379 responded on Commons], we welcome preprints but it needs to follow the specific instructions on [[WikiJournal Preprints]] to store their content as a wiki page. Since the file is already deleted, it is difficult for me to assess the contents or the merits of the PDF. In theory, a standalone PDF preprint can be uploaded locally in Wikiversity but subject to Wikiversity's local policies around project scope on files. This is another example why it's importantly to have WikiJournal as a standalone sister project because we can develop our local rules and policies that are not restricted by Wikiversity or Commons. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 04:32, 25 November 2025 (UTC) ==Proposal - offer optional presubmission review== I do not want to make an additional workload for WikiJournal editors, but I want to share a story, and I have an idea that I want to workshop with others. The idea is presubmission review. Optionally but recommended, for people who are new to WikiJournal and who want to save themselves time and save our reviewers time, they pre-submit their work. In the presubmission, they do this: #Submit work citation metadata, including title, author names, institutional affiliation #Does the work contain any of the following: ##AI-generated text or images ##Any ideas which university and scholarly consensus view as pseudoscience ##Text or images which do not have open access, Wikimedia-compatible, Creative Commons licensing #Please provide a citation to any existing, published, peer reviewed work which explores a similar topic as this submission, and which this paper will cite I have talked with some other wiki editors and it seems there is the idea that the Wikimedia platform attracts submissions which are 1) authorless or a person's first published work 2) AI/pseudoscience/non compatible content 3) essays or other writing formats which do not build onto or cite existing scholarship. By having a presubmissiom process, I think we could improve sentiment about WikiJournal in these ways - #Wikimedia Commons and others would be more confident that we have a screening process for incompatible content #Authors could minimize their time and labor submitting if their content is not a fit #Authors also demonstrate that they can navigate the Wikimedia platform, including making an account, posting some content, and becoming oriented before trying to make a full submission #WikiJournal Reviewers have another way to connect with people early in the process, and a place to tell people to begin I am hoping that a pre-submission process should take 5 minutes for a beginner Wikipedian and not more than 15 minutes for someone totally new to the Wikimedia platform. Thoughts? [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 16:13, 15 December 2025 (UTC) == Discover CapX: New Design, Features, and Ways to Connect == Hello {{PAGENAME}}! My name is [[User:AJurno (WMB)|Amanda Jurno]] and I’m writing to you on behalf of the [[m:Capacity Exchange|Capacity Exchange (CapX) team]]. We would like to invite you and your community to start using the [[toolforge:capx|CapX tool]]. [[File:GIF of CapX features - November 2025 - Let's Connect.gif|right|thumb|300px]] CapX is a platform designed for Wikimedians around the world to connect through skills and collaboration. It offers a simple and user-friendly way to find and engage with people who can offer specific expertise, helping make collaboration across the movement more efficient and accessible. If you’d like a clearer sense of where we’re headed, you can read more about our ''Vision and Purpose [[:File:Capacity Exchange's Vision & Purpose.pdf|here]]'''. We’ve also prepared a simple visualisation of [[:File:What is the Capacity Exchange 01.pdf|how CapX works]]. Additional documentation, FAQs, tutorials, and how-to videos are available on our [[m:Capacity Exchange|Meta-Wiki page]]. The more your community joins CapX, the clearer your view becomes of how capacity-building is growing across your region via the [[toolforge:capx/data_analytics_dashboard|CapX's Data Analytics dashboard]]. If you experience any difficulties using the tool, you can consult our [[m:Capacity Exchange/User Guide|User Guide]], which includes step-by-step tutorials and short videos explaining each feature. To get in touch with the CapX team, share feedback, or suggest improvements, feel free to email us at capx@wmnobrasil.org. For quick questions and updates, you can also join our [https://t.me/CapacityExchange Telegram channel]. '''We would be delighted to have {{PAGENAME}} join CapX’s growing network'''. Creating your organization profile only takes a few minutes and helps other affiliates discover your expertise, initiatives, and potential areas for collaboration. [[:File:CapX - Create an Organizational profile.png|Here is what we need from you before you can start]]. Finally, we invite you to subscribe to our newsletter channel to receive regular updates about CapX and the Capacity Exchange project - [[m:Capacity Exchange/Newsletter|click here to subscribe]]. We hope to see you exchanging soon! Sincerely, [[User:AJurno (WMB)|AJurno (WMB)]] ([[User talk:AJurno (WMB)|discuss]] • [[Special:Contributions/AJurno (WMB)|contribs]]) 01:37, 31 March 2026 (UTC) :I am setting up an individual profile. I noticed that "Wikiversity" is not a Capacity that can be listed (but "Wikipedia" is a capacity). Could Wikiversity be added? :https://capx.toolforge.org/profile/Jtneill -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:27, 31 March 2026 (UTC) : ping [[User:AJurno (WMB)|AJurno (WMB)]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 10:34, 24 May 2026 (UTC) ::Hello @[[User|Jtneill]], thank you for pinging me! I hadn’t seen your reply. Thank you so much for letting me know that — I was sure Wikiversity was already listed as a skill, but it actually wasn’t. I’m adding it now. Please feel free to contact me again anytime, despite my long absence hehehehe [[User:AJurno (WMB)|AJurno (WMB)]] ([[User talk:AJurno (WMB)|discuss]] • [[Special:Contributions/AJurno (WMB)|contribs]]) 17:27, 26 May 2026 (UTC) == Towards Wikiversity's Ethics policy == I think you might be interested [[Wikiversity:Colloquium#Towards an Ethics policy|in this]] and you could also add interesting perspectives from ethics of scientifical research. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:02, 9 June 2026 (UTC) qwf6hkptpsnmn1qw49rlqxqc8n7xov8 4 162205 2814687 2812483 2026-06-08T21:30:05Z MediaWiki message delivery 983498 /* Tech News: 2026-24 */ new section 2814687 wikitext text/x-wiki {{Archive box|[[/2014/]] · [[/2015/]] · [[/2016/]] · [[/2017/]] · [[/2018/]] · [[/2019/]] · [[/2020/]] · [[/2021/]] · [[/2022/]] · [[/2023/]] · [[/2024/]] · [[/2025/]]}} __TOC__ {{Clear}} == Tech News: 2026-08 == <section begin="technews-2026-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/08|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Team]] will be performing a cleanup of Wikimedia's [[m:Special:MyLanguage/Etherpad|Etherpad]] instance, the web-based editor for real-time collaborative document editing. All pads will be permanently deleted after 30 April, 2026 – if there are still migration projects in progress at that point the team can revisit the date on a case by case basis. Please create local backups of any content you wish to keep, as deleted data cannot be recovered. This cleanup helps reduce database size and minimize infrastructure footprint. Etherpad will continue to support real-time collaboration, but long-term storage should not be expected. Additional cleanups may occur in the future without prior notice. [https://phabricator.wikimedia.org/T415237] '''Updates for editors''' * The Information Retrieval team will be launching an [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|Android mobile app experiment]] that tests hybrid search capabilities which can handle both semantic and keyword queries. The improvement of on-platform search will enable readers to find what they’re looking for directly on Wikipedia more easily. The experiment will first be launched on Greek Wikipedia in late February, followed by English, French, and Portuguese in March. [https://diff.wikimedia.org/2026/01/08/semantic-search-making-it-easier-to-find-the-information-readers-want/ Read more] on Diff blog. [https://www.mediawiki.org/wiki/Readers/Information_Retrieval] * The Reader Growth team will run [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.10.2 Mobile Table of Contents|an experiment]] for mobile web users, that adds a table of contents and automatically expands all article sections, to learn more about navigation issues they face. The test will be available on Arabic, Chinese, English, French, Indonesian, and Vietnamese Wikipedias. * Previously, site notices ([[{{ns:8}}:Sitenotice]] and [[{{ns:8}}:Anonnotice]]) would only render on the desktop site. Now, they will render on all platforms. Users on mobile web will now see these notices and be informed. Site administrators should be prepared to test and fix notices on mobile devices to avoid interference with articles. To opt out, interface admins can add <code dir="ltr">#siteNotice { display: none; }</code> to [[{{ns:8}}:Minerva.css]]. [https://phabricator.wikimedia.org/T138572][https://phabricator.wikimedia.org/T416644] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue on [[Special:RecentChanges|Special:RecentChanges]] has been fixed. Previously, clicking hide in the active filters caused the "view new changes since…" button to disappear, though it should have remained visible. The button now behaves as expected. [https://phabricator.wikimedia.org/T406339] '''Updates for technical contributors''' * New documentation is now available to help editors debug on-site search features. It supports troubleshooting when pages do not appear in results, when ranking seems unexpected, and when you need to inspect what content is being indexed, helping make search behavior easier to understand and analyze. [[mw:Help:CirrusSearch/Debug|Learn more]]. [https://phabricator.wikimedia.org/T411169] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:17, 16 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30086330 --> == Tech News: 2026-09 == <section begin="technews-2026-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/09|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Edit check/Reference Check|Reference Check]] has been deployed to English Wikipedia, completing its rollout across all Wikipedias. The feature prompts newcomers to add a citation before publishing new content, helping reduce common citation-related reverts and improve verifiability. In A/B testing, the impact was substantial: newcomers shown Reference Check were approximately 2.2 times more likely to include a reference on desktop and about 17.5 times more likely on mobile web. [https://analytics.wikimedia.org/published/reports/editing/reference_check_ab_test_report_final_2025.html] '''Updates for editors''' * The [[mw:Special:MyLanguage/Extension:InterwikiSorting|InterwikiSorting extension]], which allowed for the [[m:Special:MyLanguage/Interwiki sorting order|sorting of interwiki links]], has been undeployed from Wikipedia. As a result, editors who had enabled interwiki link sorting in non-compact mode (full list format) will now see links reordered. The links moving forward will be listed in the alphabetical order of language code. [https://phabricator.wikimedia.org/T253764] * Later this week, people who are editing a page-section using the mobile visual editor, will notice a new "Edit full page" button. When tapped, you will be able to edit the entire article. This helps when the change you want to make is outside the section you initially opened. [https://phabricator.wikimedia.org/T387175][https://phabricator.wikimedia.org/T409112] * [[mw:Special:MyLanguage/Readers/Reader Experience|The Reader Experience team]] is inviting editors to assess whether dark mode should still be considered "beta" on their wiki, based on their experience of how well it functions on desktop and mobile. If the feature is deemed mature, editors can update the interface messages in <code dir=ltr>MediaWiki:skin-theme-description</code> and <code dir=ltr>MediaWiki:Vector-night-mode-beta-tag</code> to indicate that dark mode is ready and no longer considered beta. * The improved [[mw:Wikimedia_Apps/Team/iOS/Activity_Tab|Activity tab]] which displays user-insights is now available to all users of the Wikipedia iOS app (version 7.9.0 and later). Following earlier A/B testing that showed higher account creation among users with access to the feature, it has been rolled out to 100% of users along with some updates. The Activity tab now shows your edited articles in the timeline, offers editing impact insights like contribution counts and article view trends, and customization options to improve in-app experience for users. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug that prevented [[mw:Special:MyLanguage/Extension:DiscussionTools|DiscussionTools]] from working on mobile has now been fixed, restoring full functionality. [https://phabricator.wikimedia.org/T415303] '''Updates for technical contributors''' * The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that makes this possible continues to improve. The latest upgrade is the inclusion of a [[mw:Extension:GlobalWatchlist#hook|new hook]], <code dir=ltr>ext.globalwatchlist.rebuild</code>, which fires after each watchlist rebuild. This allows you to run gadgets and user scripts for the Special page. [https://phabricator.wikimedia.org/T275159] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.17|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:03, 23 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30119102 --> == Tech News: 2026-10 == <section begin="technews-2026-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/10|Translations]] are available. '''Weekly highlight''' * Wikipedia 25 [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments|Birthday mode]] is now live on Betawi, Breton, Chinese, Czech, Dutch, English, French, Gorontalo, Indonesian, Italian, Luxembourgish, Madurese, Sicilian, Spanish, Thai, and Vietnamese Wikipedias! This limited-time campaign feature celebrates 25 years of Wikipedia with a birthday mascot, Baby Globe. When turned on, Baby Globe is shown on [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments/article configuration|~2,500 articles]], waiting to be discovered by readers. Communities can choose to turn Birthday mode on by getting consensus from their community and asking an admin to enable the feature and customize it via [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments#Community Configuration Demo|community configuration]] on the local wiki. '''Updates for editors''' * [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to Swedish Wikipedia, Polish Wikipedia and [[:phab:T418209|a couple of other wikis]]. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|try the feature]] on these projects or on testwiki and [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing betawiki]. Learnings from the first pilot wiki German Wikipedia have been [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing/Learnings|published in a report]]. Reach out to the Wikimedia Deutschland team if you are [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|interested in becoming a pilot wiki]]. * [[mw:Special:MyLanguage/Help:Edit check#Paste check|Paste Check]] will become available at all Wikipedias this week. The feature prompts newcomers who are pasting text they are not likely to have written into VisualEditor to consider whether doing so risks a copyright violation. Paste Check [[mw:Special:MyLanguage/Edit check/Tags|tags]] all edits where it is shown for potential review. Local administrators can configure various aspects of the feature via [[{{#special:EditChecks}}]]. [[mw:Special:MyLanguage/Edit check/Paste Check#A/B Experiment|Research]] across 22 wikis found that Paste Check resulted in an 18% decrease in relative reverted-edits compared to the control group. Translators can [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-visualeditor-ve-mw-editcheck&filter=&optional=1&action=translate help to localize] this and related features. * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] will be standardizing the user menu in the top right for all mobile users so that it is closer to the desktop experience. Currently this user menu is only visible to users with Advanced Mobile Controls (AMC) turned on. The only change is that a couple buttons previously in the left-side menu will move to the top right for users who do not have AMC turned on. This change is expected to go out March 9 and seeks to improve the user interface. [https://phabricator.wikimedia.org/T413912] * Starting in the week of March 2, the emails sent out when an email address was added, removed, or changed for an account will switch to a substantially nicer and clearer HTML email from the prior plaintext one. [https://phabricator.wikimedia.org/T410807] * Notifications are currently limited to 2,000 historic entries per user, and extend back to 2013 when the feature was released. This is going to be changed to only store Notifications from the last 5 years, but up to 10,000 of them. This will help with long-term infrastructure health and help to prevent more recent notifications from disappearing too soon. [https://phabricator.wikimedia.org/T383948] * The [[m:Special:GlobalWatchlist|Global Watchlist]] which lets you view your watchlists from multiple wikis on a single page continues to see improvements. The latest update improves label usage experience. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] now allows activating the [[mw:Special:MyLanguage/Manual:Language#Fallback languages|language fallback system]] for Wikidata items without labels in the viewed language, and showing those labels in the user’s preferred Wikidata language if no <code dir=ltr>uselang=</code> URL parameter is provided. [https://phabricator.wikimedia.org/T373686][https://phabricator.wikimedia.org/T416111] * The Wikipedia Android team has started a beta test of [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|hybrid search]] on Greek Wikipedia. Hybrid search capabilities can handle both semantic and keyword queries enabling readers to find what they’re looking for directly on Wikipedia more easily. * For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Currently, 2FA is required to use the group, but not to be a member of it. Given that this model still has some vulnerabilities, the situation will [[phab:T418580|gradually change in March]]. Members of these groups will be unable to disable last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the second half of March, users without 2FA will be removed from these groups. This applies to: CentralNotice administrators, checkusers, interface administrators, suppressors, Wikidata staff, Wikifunctions staff, WMF Office IT and WMF Trust & Safety. Nothing will change for other users. See the linked task for deployment schedule. [https://phabricator.wikimedia.org/T418580] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue preventing users from creating an instance in [https://www.wikibase.cloud/ Wikibase.cloud] has now been fixed. [https://phabricator.wikimedia.org/T416807] '''Updates for technical contributors''' * To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], over the next month the Wikimedia Foundation will implement global API rate limits across our APIs. In early March, stricter limits will be applied to unidentified requests from outside Toolforge/WMCS and API requests that are made from web browsers. In April, higher limits will be applied to identified traffic. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]]. * The Wikidata Query Service Linked Data Fragment (LDF) endpoint will be decommissioned in February. This endpoint served limited traffic, which was successfully migrated to other data access methods that were better suited to support existing use cases. The hardware used to support the LDF endpoint will be reallocated to support the ongoing backend migration efforts. [https://phabricator.wikimedia.org/T415696] * The new Parsoid parser [[mw:Special:MyLanguage/Parsoid/Parser Unification/Updates|continues to be deployed to additional wikis]], improving platform sustainability and making it easier to introduce new reading and editing features. Parsoid is now the default parser on 488 WMF wikis (268 Wikipedias), now covering more than 10% of all Wikipedia page views. * The process and criteria for [[Special:MyLanguage/Wikimedia Enterprise#Access|requesting exceptional access]] to the high volume feed of the ''Wikimedia Enterprise'' APIs (at no cost for mission-aligned usecases), [[m:Talk:Wikimedia Enterprise#Exceptional access criteria|have now been published]]. This is to provide more thorough and clearer documentation for users. * [https://techblog.wikimedia.org/ Tech Blog], the blog dedicated to the Wikimedia technical community [https://techblog.wikimedia.org/2026/02/24/a-tech-blog-diff/ will be migrating] to [[diffblog:|Diff]], the community news and event blog. The migration should be complete in April 2026, after which new posts will be accepted for publishing. Readers will be able to access posts – old and new – on the landing page at https://diff.wikimedia.org/techblog. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.18|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:51, 2 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30137798 --> == Tech News: 2026-11 == <section begin="technews-2026-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/11|Translations]] are available. '''Weekly highlight''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. * Last week, all wikis had 2 hours of read-only time, and extended unavailability for user-scripts and gadgets. This was due to a security incident which has since been resolved. Work is ongoing to prevent re-occurrences. For current information please see the [[m:Steward's noticeboard#Statement on Meta about today's user script security incident|post on the Stewards' noticeboard]] ([[m:Special:MyLanguage/Wikimedia Foundation/Product and Technology/Product Safety and Integrity/March 2026 User Script Incident|translations]]). '''Updates for editors''' * Users facing multiple blocks on mobile will now see the reasons for each block separately, instead of a generic message. This helps them understand why they are blocked and what steps they can take to resolve the issue. For example, users affected for using common VPNs (such as [[Special:MyLanguage/Apple iCloud Private Relay|iCloud Private Relay]]) will receive clearer guidance on what they need to do to start editing again. [https://phabricator.wikimedia.org/T357118] * Later this week, [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] will become available as a beta feature within the visual editor at all Wikipedias. This feature proactively suggests various types of actions that people can consider taking to improve Wikipedia articles, and learn about related guidelines. The feature is locally configurable, and can also be locally expanded with custom Suggestions. Current settings can be seen at [[Special:EditChecks]] and there are [[mw:Special:MyLanguage/Help:Suggestion mode#For administrators %E2%80%93 local customization|instructions for how administrators can customize]] the links to point to local guidelines. The feature is connected to [[mw:Special:MyLanguage/Help:Edit check|Edit check]] which suggests improvements while someone is writing new content. In the future, the Editing team plans to evaluate the feature's impact with newcomers through a controlled experiment. [https://phabricator.wikimedia.org/T404600] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where the cursor became misaligned during the use of CodeMirror’s syntax highlighting, which makes wikitext and code easier to read, has now been fixed. This problem specifically affected users who defined a font rule in a custom stylesheet while creating a new topic with DiscussionTools. [https://phabricator.wikimedia.org/T418793] '''Updates for technical contributors''' * API rate limiting update: To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], global API rate limits will be applied this week to requests without a compliant User-Agent that originate from outside Toolforge/WMCS and to unauthenticated requests made from web browsers. Higher limits will be applied to identified traffic in April. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]]. * The new GraphQL API has been released. The API was developed as a flexible alternative to select features of the Wikidata Query Service (WDQS), to improve developer experience and foster adaptability, and efficient data access. Try it out and [[d:Wikidata:Wikibase GraphQL#Feedback and development|give feedback]]. You can also [https://greatquestion.co/wikimediadeutschland/GraphQLAPI/apply sign up for usability tests]. * The [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|PTAC Unsupported Tools Working Group]] continued improvements to [[commons:Special:MyLanguage/Commons:Video2commons#|Video2Commons]] in February, with fixes addressing authentication errors, large-file handling, task queue visibility, and clearer upload behavior. Work is still ongoing in some areas, including changes related to deprecated server-side uploads. Read [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group#February 2026|this update]] to learn more. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.19|MediaWiki]] '''In depth''' * The Article Guidance team invites experienced Wikipedia editors from selected [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators#Collaborators|pilot wikis]] and interested contributors from other Wikipedias to fill out this questionnaire which is available in [https://docs.google.com/forms/d/e/1FAIpQLSfmLeVWnxmsCbPoI_UF2jyRcn73WRGWCVPHzerXb4Cz97X_Ag/viewform English], [https://docs.google.com/forms/d/e/1FAIpQLSd6rzr4XXQw8r4024fE3geTPFe13M_6w7Mitj-YJi0sOlWTAw/viewform?usp=header Arabic], [https://docs.google.com/forms/d/e/1FAIpQLSdok3-RfB18lcugYTUMGkpwmqG_8p760Wv4dCXitOXOszjUDw/viewform?usp=header Bengali], [https://docs.google.com/forms/d/e/1FAIpQLSfjTfYp4jEo0akA4B1e-Nfg3QZPCudUjhJzHzzDi6AHyAaMGA/viewform?usp=header Japanese], [https://docs.google.com/forms/d/e/1FAIpQLScteVoI29Aue4xc72dekk-6RYtvmMgQxzMI900UOawrFrSTWg/viewform?usp=header Portuguese], [https://docs.google.com/forms/d/e/1FAIpQLSetdxnYwL3ub2vqA7awCg5hJZPMIYcDPaiTe12rY9h0GYnVlw/viewform?usp=header Persian], and [https://docs.google.com/forms/d/e/1FAIpQLScNvfJF-Ot-4pzA4qAN771_0QDJ4Li19YcUsaTgSKW8Nc7U_Q/viewform?usp=header Turkish]. Your answers will help the team customize guidance for less experienced editors and help them learn community policies and practices while creating an article. Learn more [[mw:Special:MyLanguage/Article guidance|on the project page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:53, 9 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30213008 --> == Tech News: 2026-12 == <section begin="technews-2026-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/12|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature, also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], has been used for wikitext syntax highlighting since November 2024. It will be promoted out of beta by May 2026 in order to bring improvements and new [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Features|features]] to all editors who use the standard syntax highlighter. If you have any questions or concerns about promoting the feature out of beta, [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|please share]]. [https://phabricator.wikimedia.org/T259059] * Some changes to local user groups are performed by stewards on Meta-Wiki and logged there only. Now, interwiki rights changes will be logged both on Meta-Wiki and the wiki of the target user to make it easier to access a full record of user's rights changes on a local wiki. Past log entries for such changes will be backfilled in the coming weeks. [https://phabricator.wikimedia.org/T6055] * On wikis using [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]], the number of pending changes shown on [[{{#Special:PendingChanges}}]] previously counted pages which were no longer pending review, because they have been removed from the system without being reviewed, e.g. due to being deleted, moved to a different namespace, or due to wiki configuration changes. The count will be correct now. On some wikis the number shown will be much smaller than before. There should be no change to the list of pages itself. [https://phabricator.wikimedia.org/T413016] * Wikifunctions composition language has been rewritten, resulting in a new version of the language. This change aims to increase service stability by reducing the orchestrator's memory consumption. This rewrite also enables substantial latency reduction, code simplification, and better abstractions, which will open the door to later feature additions. Read more about [[f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-11|the changes]]. * Users can now sort search results alphabetically by page title. The update gives an additional option to finding pages more easily and quickly. Previously, results could be sorted by Edit date, Creation date, or Relevance. To use the new option, open 'Advanced Search' on the search results page and select 'Alphabetically' under 'Sorting Order'. [https://phabricator.wikimedia.org/T403775] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented UploadWizard on Wikimedia Commons from importing files from Flickr has now been fixed. [https://phabricator.wikimedia.org/T419263] '''Updates for technical contributors''' * A new special page, [[{{#special:LintTemplateErrors}}]], has been created to list transcluded pages that are flagged as containing lint errors to help users discover them easily. The list is sorted by the number of transclusions with errors. For example: [[{{#special:LintTemplateErrors}}/night-mode-unaware-background-color]]. [https://phabricator.wikimedia.org/T170874] * Users of the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature have been using [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages, for some time now. Along with promoting CodeMirror 6 out of beta, the plan is to replace CodeEditor as the standard editor for these content models by May 2026. [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|Feedback or concerns are welcome]]. [https://phabricator.wikimedia.org/T419332] * The [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] JavaScript modules will soon be upgraded to CodeMirror 6. Leading up to the upgrade, loading the <code dir=ltr>ext.CodeMirror</code> or <code dir=ltr>ext.CodeMirror.lib</code> modules from gadgets and user scripts was deprecated in July 2025. The use of the <code dir=ltr>ext.CodeMirror.switch</code> hook was also deprecated in March 2025. Contributors can now make their scripts or gadgets compatible with CodeMirror 6. See the [[mw:Special:MyLanguage/Extension:CodeMirror#Gadgets and user scripts|migration guide]] for more information. [https://phabricator.wikimedia.org/T373720] * The MediaWiki Interfaces team is expanding coverage of REST API module definitions to include [[mw:Special:MyLanguage/API:REST API/Extensions|extension APIs]]. REST API modules are groups of related endpoints that can be independently managed and versioned. Modules now exist for [https://phabricator.wikimedia.org/T414470 GrowthExperiments] and [https://phabricator.wikimedia.org/T419053 Wikifunctions] APIs. As we migrate extension APIs to this structure, documentation will move out of the main MediaWiki OpenAPI spec and REST Sandbox view, and will instead be accessible via module-specific options in the dropdown on the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox] (i.e., [[{{#Special:RestSandbox}}]], available on all wiki projects). * The [[mw:Special:MyLanguage/Extension:Scribunto|Scribunto]] extension provides different pieces of information about the wiki where the module is being used via the [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual|mw.site]] library. Starting last week, the library also provides a [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.site.wikiId|way]] of accessing the [[mw:Special:MyLanguage/Manual:Wiki ID|wiki ID]] that can be used to facilitate cross-wiki module maintenance. [https://phabricator.wikimedia.org/T146616] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.20|MediaWiki]] '''In depth''' * The [[m:Special:MyLanguage/Coolest Tool Award|2026 Coolest Tool Award]] celebrating outstanding community tools, is now open for nominations! Nominate your favorite tool using the [https://wikimediafoundation.limesurvey.net/435684?lang=en nomination survey] form by 23 March 2026. For more information on privacy and data handling, please see the [[foundation:Special:MyLanguage/Legal:Coolest_Tool_Award_2026_Survey_Privacy_Statement|survey privacy statement]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:35, 16 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30260505 --> == Tech News: 2026-13 == <section begin="technews-2026-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/13|Translations]] are available. '''Weekly highlight''' * Wikimedia site users can now log in without a password using passkeys. This is a secure method supported by fingerprint, facial recognition, or PIN. With this change, all users who opt for passwordless login will find it easier, faster, and more secure to log in to their accounts using any device. The new passkey login option currently appears as an autofill suggestion in the username field. An additional [[phab:T417120|"Log in with passkey" button]] will soon be available for users who have already registered a passkey. This update will improve security and user experience. The [[c:File:Passwordless_login_screencast.webm|screen recording]] demonstrates the passwordless login process step by step. * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. '''Updates for editors''' * Wikimedia site users can now export their notifications older than 5 years using a [[toolforge:echo-chamber|new Toolforge tool]]. This will ensure that users retain their important notifications and avoid them being lost based on the planned change to delete notifications older than 5 years, as previously announced. [https://phabricator.wikimedia.org/T383948] * Wikipedia editors in Indonesian, Thai, Turkish, and Simple English now have access to Special:PersonalDashboard. This is an [[mw:Special:MyLanguage/Moderator Tools/Dashboard|early version of an experience]] that introduces newer editors to patrolling workflows, making it easier for them to move from making edits to participating in more advanced moderation work on their project. [https://phabricator.wikimedia.org/T402647] * The [[Special:Block]] now has two minor interface changes. Administrators can now easily perform indefinite blocks through a dedicated radio button in the expiry section. Also, choosing an indefinite expiry provides a different set of common reasons to select from, which can be changed at: [[MediaWiki:Ipbreason-indef-dropdown]]. [https://phabricator.wikimedia.org/T401823] * Mobile editors [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#Logged-out|at several wikis]] can now see an improved logged-out edit warning, thanks to the recent updates from the Growth team. These changes released last week are part of ongoing efforts and tests to enhance [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|account creation experience on mobile]] and then increase participation. [https://phabricator.wikimedia.org/T408484] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:36}} community-submitted {{PLURAL:36|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented mobile web users from seeing the block information when affected by multiple blocks has been fixed. They can now see messages of all the blocks currently affecting them when they access Wikipedia. '''Updates for technical contributors''' * Images built using Toolforge will soon get the upgraded buildpacks version, bringing support for newer language versions and other upstream improvements and fixes. If you use Toolforge Build Service, review the recent [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EMYTA32EV2V5SQ2JIEOD2CL66YFIZEKV/ cloud-announce email] and update your build configuration as necessary to ensure your tools are compatible. [https://wikitech.wikimedia.org/w/index.php?title=Help:Toolforge/Building_container_images&oldid=2392097#Buildpack_environment_upgrade_process][https://phabricator.wikimedia.org/T380127] * The [https://api.wikimedia.org/wiki/Main_Page API Portal] documentation wiki will shut down in June 2026. API keys created on the API Portal will continue to work normally. api.wikimedia.org endpoints will be deprecated gradually starting in July 2026. Documentation on the API Portal is moving to [[mw:Wikimedia APIs|mediawiki.org]]. Learn more on the [[wikitech:API Portal/Deprecation|project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.21|MediaWiki]] '''In depth''' * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is considering improvements to [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|automatically generated reference names in VisualEditor]]. Please check out the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names#Proposed solutions|proposed solutions]] and participate in the [[m:Talk:WMDE Technical Wishes/References/VisualEditor automatic reference names#Request for comment|request for comment]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:51, 23 March 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30268305 --> == Tech News: 2026-14 == <section begin="technews-2026-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/14|Translations]] are available. '''Weekly highlight''' * The Beta version of [[abstract:|Abstract Wikipedia]] a new Wikimedia project which is language-independent, was launched last week. The project allows communities to build Wikipedia articles in their native language, which can be readily accessed by other users in their own languages. The wiki is powered by instructions from Wikifunctions and also based on structured content from Wikidata. [[:f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-26|Read more]]. '''Updates for editors''' * The Growth team is running an A/B test to evaluate a clearer, more user-friendly message that promotes account creation on wikis. Currently when logged-out mobile users begin editing, they see a jarring warning message that can feel abrupt and discouraging. This also presents temporary account editing as the default rather than encouraging account creation. The test is running on ten Wikipedias, including Arabic, French, Spanish and German. [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#2. Improve logged-out warning message (T415160)|Read more]]. * The Wikimedia Apps team is inviting feedback on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Future of Editing on the Mobile Apps|how editing should work on the Wikipedia mobile apps]]. The discussion focuses on improving how users access editing tools when they tap "Edit". This is part of a broader effort to convert readers who develop an interest in editing, to access a more user-friendly pathway to start contributing. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:45}} community-submitted {{PLURAL:45|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where citation fetching from the large newspaper archive [https://www.newspapers.com Newspapers.com] was no longer working, due to a block in [[mw:Special:MyLanguage/Citoid|Citoid]] requests, has now been fixed. [https://phabricator.wikimedia.org/T419903] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:25, 30 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30329462 --> == Tech News: 2026-15 == <section begin="technews-2026-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/15|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] now includes a new group goal-setting feature, enabling organizers to set and track event goals such as the number of articles created and participating contributors in real time. Similarly, participants can work toward shared targets and see their collective impact as the event unfolds. The feature is now available on all Wikimedia wikis. Learn more in [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Collaborative contributions#Goal setting|the documentation]]. * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] The new [[mw:Special:MyLanguage/Help:Watchlist labels|watchlist labels]] feature (announced in [[m:Special:MyLanguage/Tech/News/2026/07|Tech News 2026-07]]) is now available via VisualEditor, the source editor, and the 'watchstar' (or watch link, for skins that don't have a star icon). Previously it was only possible to assign labels via [[Special:EditWatchlist|EditWatchlist]]. In all three places it is a new field following the expiry field. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where talk pages on mobile with Parsoid are unusable after empty section headers, has now been fixed. [https://phabricator.wikimedia.org/T419171] '''Updates for technical contributors''' * The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|sub-referencing feature]], which lets editors add details to an existing reference without duplicating it, will be gradually rolled out to [[phab:T414094|more wikis]] later this year. Wikis using the [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]] gadget are encouraged to update their version (typically at [[m:MediaWiki:Gadget-ReferenceTooltips.js|MediaWiki:Gadget-ReferenceTooltips.js]] as shown [https://en.wikipedia.org/w/index.php?diff=1344408362 here]) to ensure compatibility. Other reference-related gadgets may also be affected. [https://phabricator.wikimedia.org/T416304] * All Wikinews editions will be closed and switched to read-only mode on 4 May 2026. Content will remain accessible, but no new edits or articles can be added. This closure was approved by the Board of Trustees of the Wikimedia Foundation following extended discussions. [[m:Wikimedia Foundation Board noticeboard#Board of Trustees Approves Closure of Wikinews|Read more]]. * The [[:mw:Special:MyLanguage/API:Action API|Action API]] has had several formats for requested output. One of them, <bdi lang="zxx" dir="ltr"><code><nowiki>format=php</nowiki></code></bdi>, is being removed soon. Please ensure your scripts or bots use the [[mw:Special:MyLanguage/API:Data formats#Output|JSON format]]. This removal should affect very few scripts and bots. [https://phabricator.wikimedia.org/T118538] * The [[Special:NamespaceInfo|Special:NamespaceInfo]] page now includes namespace aliases. For example "WP" for the "Project" ("Wikipedia") namespace on the German Wikipedia. [https://phabricator.wikimedia.org/T381455] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.23|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:19, 6 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30362761 --> == Tech News: 2026-16 == <section begin="technews-2026-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/16|Translations]] are available. '''Weekly highlight''' * Experienced editors are invited to [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Main_Page test] the [[mw:Special:MyLanguage/Article guidance|Article guidance]] feature, designed to help less-experienced editors create well-structured, policy-compliant Wikipedia articles. Testing instructions are [[mw:Special:MyLanguage/Article guidance/Test feature guide|available]]. Also, after reviewing [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance the outlines], please provide feedback on the [[mw:Talk:Article guidance|project talk page]]. Based on your input, the feature will be refined and transferred to the pilot Wikipedias to translate and adapt. Check out [[c:File:Article Guidance workflow demo - April 2026.webm|the video]] explaining the feature. '''Updates for editors''' * On most wikis, all autoconfirmed users can now use [[Special:ChangeContentModel|Special:ChangeContentModel]] page to [[mw:Special:MyLanguage/Help:ChangeContentModel|create new pages with custom content models]], such as mass message lists, making custom page formats more accessible. Check [[Special:ListGroupRights|Special:ListGroupRights]] for the status of your wiki. [https://phabricator.wikimedia.org/T248294] * The Growth team has launched an [[mw:Special:MyLanguage/Contributors/Account_Creation_Experiments|account creation experiment]] to evaluate whether adding an account creation button to the mobile web header increases new account registrations and encourages more mobile users to contribute to the wikis. The experiment is currently live on Hindi, Indonesian, Bengali, Thai, and Hebrew Wikipedia, and targets 10% of logged-out mobile web users. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where VisualEditor could get stuck loading on Windows devices with animations turned off, has now been fixed. [https://phabricator.wikimedia.org/T382856] '''Updates for technical contributors''' * Starting later this week, {{int:group-abusefilter}} who have the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature enabled will have [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] as the editor at [[Special:AbuseFilter|Special:AbuseFilter]]. This is part of the broader effort to make the user experience more consistent across all editors. [https://phabricator.wikimedia.org/T399673][https://phabricator.wikimedia.org/T419332] * Tools and bots that access the [[mw:Special:MyLanguage/Notifications/API|Notifications API]] (<bdi lang="zxx" dir="ltr"><code><nowiki>action=query&meta=notifications</nowiki></code></bdi>) will need to update their OAuth or BotPassword grants to also include access to private notifications. [https://phabricator.wikimedia.org/T421991] * Due to a library upgrade, listings on category pages may be displayed out of order starting on Monday, 20th April. A migration script will be run to correct this, and will take hours to days depending on the size of the wiki (up to a week for English Wikipedia). [https://phabricator.wikimedia.org/T422544] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.24|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:19, 13 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30380527 --> == Tech News: 2026-17 == <section begin="technews-2026-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/17|Translations]] are available. '''Weekly highlight''' * After two years of development, [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]], also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], is to be promoted out of beta on Tuesday, April 21. It brings better code and wikitext readability, reduction in typing errors, and other [[mw:Special:MyLanguage/Help:Extension:CodeMirror|benefits]] to all users of the standard syntax highlighter. A huge thank you to volunteer [https://phabricator.wikimedia.org/p/Bhsd/ Bhsd] who developed many of the new features, including [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Code folding|code folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linting]]. [https://phabricator.wikimedia.org/T259059] * A major update to the Wikipedia app for iOS is now rolling out, redesigning the interface to align with Apple's latest "Liquid Glass" visual design. [https://apps.apple.com/us/app/wikipedia/id324715238 Download the latest version] and explore the update. '''Updates for editors''' * [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|Reading lists]] is a feature which allows readers to save articles to a list for reading later. This feature is now in beta on Arabic, French, Indonesian, Vietnamese, and Chinese Wikipedias and by default for all new accounts on all Wikipedias. * An experiment which explores extending [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Page Previews to mobile web]] will be launched in the week of April 20 on Arabic, English, French, Italian, Polish, and Vietnamese Wikipedias. Page Previews are pop-ups that display a thumbnail, lead paragraph, and a link to open the full article of a blue link, thereby improving content discovery. The feature is already available on desktop and in the apps. [[m:Special:MyLanguage/List of experiments in Product and Technology#Template|Read more about this experiment and others]]. * On several wikis, logged-in editors who haven't [[mw:Special:MyLanguage/Help:Email confirmation|confirmed their email addresses]] can now see a banner encouraging them to do so. Having the email address confirmed allows a user to restore access to the account if they lose it. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Encouraging users to confirm their email addresses|Learn more]]. [https://phabricator.wikimedia.org/T421366] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:15}} community-submitted {{PLURAL:15|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where editing very large wiki pages in the 2017 wikitext editor caused slow loading, preview and scrolling lag, and performance issues when selecting, cutting, or pasting content, has now been fixed. [https://phabricator.wikimedia.org/T184857] '''Updates for technical contributors''' * As part of the promotion of [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] from a beta feature, all users will use [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages. [https://phabricator.wikimedia.org/T419332] * The <code>mirrors.wikimedia.org</code> service for Debian and Ubuntu users will sunset and stop working on May 15. The resources for the service will be replaced with new and better options. Some users may need to switch to a different server which should take about a minute. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LJYRIS4WB66HIRCAO4GIDTXCMDVZRBMA/ You can read more]. [https://phabricator.wikimedia.org/T416707] * The <bdi lang="zxx" dir="ltr"><code><nowiki>image</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>oldimage</nowiki></code></bdi> table will be removed from [[wikitech:Help:Wiki Replicas|wikireplicas]]. If your tools or queries access <bdi lang="zxx" dir="ltr"><code><nowiki>image</nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki>oldimage</nowiki></code></bdi> directly, please update them to use the <bdi lang="zxx" dir="ltr"><code><nowiki>file</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>filerevision</nowiki></code></bdi> table before 28 May. [https://phabricator.wikimedia.org/T28741] * Following the recent implementation of global API rate limits on unidentified traffic, the Wikimedia Foundation will continue efforts to ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]] by applying global limits to identified API traffic beginning the last week of April. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]]. * The [[mw:Special:MyLanguage/Attribution API|Attribution API]] is now available as a [[mw:Special:MyLanguage/Wikimedia APIs/Stability policy|beta]]. The API fetches information for crediting Wikimedia articles and media files wherever they are used. Reference documentation is available through the REST Sandbox special page available on all Wikimedia wikis (such as the [https://en.wikipedia.org/w/index.php?api=attribution.v0-beta&title=Special%3ARestSandbox REST sandbox on English Wikipedia]). Share your feedback on the [[mw:Talk:Attribution API|project talk page]]. * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:00, 20 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30432763 --> == Tech News: 2026-18 == <section begin="technews-2026-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/18|Translations]] are available. '''Updates for editors''' * There is a change in how new users are autoconfirmed that will improve anti-vandalism protection. Currently, users who have had an account for a few days and made a few edits are automatically added to the [[{{int:grouppage-autoconfirmed/{{CONTENTLANGUAGE}}}}|{{int:group-autoconfirmed}}]] group. This configuration tends to be exploited by some vandals, who create accounts and start to use them only after some time. To mitigate this, the configuration will be updated next week so that – for the purpose of becoming autoconfirmed – the account age will be counted from their first edit, instead of registration date. The numeric value of the age threshold will remain the same. This change will be deployed only to wikis which require at least one edit as part of the autoconfirmation conditions. [https://phabricator.wikimedia.org/T418484] * All Wikipedia users with new accounts and those who activated the "automatically enable most beta features" option in their preference can now use the [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|reading lists]] beta feature to save articles for later reading. This helps organize reading interests in one place for convenient access. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where infobox images have huge padding in Firefox, has been fixed. [https://phabricator.wikimedia.org/T423676] '''Updates for technical contributors''' * As a reminder, the global API rate limits will be applied this week to identified API traffic. This is to help ensure [[mw:MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]]. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, including the actual rate limits, see [[mw:Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.26|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:06, 27 April 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30458046 --> == Tech News: 2026-19 == <section begin="technews-2026-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/19|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Article guidance|Article guidance]] team invites experienced editors of [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators|pilot Wikipedias]]—Arabic, Bangla, Japanese, Portuguese, Persian, Turkish, Simple English, Spanish, and French—to help translate and adapt [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance sample outlines]. These outlines will guide editors in creating clear, well-structured, and policy-compliant articles when using [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Special:NewArticle the feature] once it is launched in May 2026. [[mw:Special:MyLanguage/Article guidance#Adapting a sample outline in a Wikipedia|Simple instructions]] on how to translate and adapt the outlines are available. '''Updates for editors''' * The [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] has published [[:m:Special:MyLanguage/Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|draft recommendations]] on a model that affiliates can follow when contributing to the technical space. Community members are invited to provide feedback on the recommendation until May 8th [[:m:Talk:Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|on the talk page]]. * The number of available thumbnail size preferences in MediaWiki is being reduced to three standardized options—Small (180px), Regular (250px), and Large (400px), as part of ongoing efforts to improve performance and reduce strain on thumbnail services. As a result, existing preferences will be mapped to the nearest new size (for example, smaller selections like 120px or 150px will render at 180px, while larger ones like 300px or 360px will render at 400px). The preferences interface will soon be updated to reflect these changes, and users who wish to opt out or provide feedback can do so. [https://phabricator.wikimedia.org/T424909] * From now on, even when a permission expires automatically, users will receive an Echo notification similar to the standard notification for permission changes. There is a difference between this and [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]] in that the latter reminds users a week ''before'' the rights are due to expire, so that they can renew the rights. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the problem where the ULS language selector in [[m:Special:Translate|Special:Translate]] would scroll vertically when it shouldn't, has been resolved. Previously, when users opened the "Translate to English" dropdown and typed certain inputs, the dialog would scroll vertically by a few pixels even when there was enough space to display all results. The dropdown no longer shifts unnecessarily when filtering languages. [https://phabricator.wikimedia.org/T358864] * The [[m:Special:GlobalWatchlist|Global Watchlist]], which lets you view your watchlists from multiple wikis on a single page, continues to improve. For example, watchlists for Wikibase sites such as [[:d:|Wikidata]] now support [[mw:Special:MyLanguage/Extension:EntitySchema|EntitySchema]] elements for better tracking. The Live Updates mode now refreshes the special page every 60 seconds to comply with the updated [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] for improved real-time responsiveness. Additionally, a directionality bug that displayed links as "changes 3" instead of "3 changes" in mixed-direction lists has been fixed. [https://phabricator.wikimedia.org/T415450][https://phabricator.wikimedia.org/T424422][https://phabricator.wikimedia.org/T418091] '''Updates for technical contributors''' * The second phase of [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] has been rolled out to reduce the [[diffblog:2026/03/26/quo-vadis-crawlers-progress-and-whats-next-on-safeguarding-our-infrastructure/|impact of AI crawlers]] and ensure fair, sustainable access to Wikimedia resources, prioritising human and mission-aligned traffic. [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits#Limits|Limits]] have been shifted from per-hour to per-minute, producing smoother traffic patterns and more predictable API load. Community users are not expected to be affected, and no action is required. Early indications show some User-Agent-based requestors are adjusting behaviour, and around 64% of automated API traffic has been identified. Monitoring continues, and Wikimedia Enterprise remains available for commercial support. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.27|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:43, 4 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30498077 --> == Tech News: 2026-20 == <section begin="technews-2026-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/20|Translations]] are available. '''Weekly highlight''' * Community Tech has published [[m:Special:MyLanguage/Community Wishlist/How to write a good wish|new guidance]] explaining how wishes on Community Wishlist are triaged and prioritized. The documentation is intended to help contributors write stronger proposals by clarifying the factors that influence prioritization decisions. Beyond vote counts, the guidance highlights considerations such as potential impact on the community when determining which wishes move forward. '''Updates for editors''' * The Reader Growth team is launching an experiment to test a new [[mw:Special:MyLanguage/Readers/Reader_Growth/Share_Card|Share Card feature]] that allows readers to create visually engaging cards from Wikipedia articles or selected article sections and share them online, with each card linking back to the original article to help expand readership and article discovery. The mobile-only A/B test will be available to a portion of readers on Arabic, Chinese, French, Vietnamese, and English Wikipedia to better understand reading and sharing habits, and is scheduled to begin the week of May 18 and run for four weeks. * The Android and iOS Wikipedia apps recently released the [[mw:Special:MyLanguage/Wikimedia_Apps/Team/25th_Birthday_Reading_Challenge|25-day reading challenge]] into Beta, as part of efforts to drive reader engagement by encouraging users to complete reading milestones. To track their reading streak during the challenge, App users can add a widget featuring Baby Globe to their home screen. The challenge officially begins May 11. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:17}} community-submitted {{PLURAL:17|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the global preference for enabling syntax highlighting in wikitext could unexpectedly disable itself after being turned on, has now been fixed. [https://phabricator.wikimedia.org/T425286] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader module <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.ui.input</nowiki></code></bdi>, deprecated since [[m:Special:MyLanguage/Tech/News/2023/39|September 2023]], will be removed this week. There is a [[mw:Special:MyLanguage/Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. [https://phabricator.wikimedia.org/T420125] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.2|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:20, 11 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30524429 --> == Tech News: 2026-21 == <section begin="technews-2026-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/21|Translations]] are available. '''Weekly highlight''' * The Abstract Wikipedia team has identified five potential pilot wikis to assess their interest in adopting abstract articles on their wikis. The pilots are Malayalam, Bengali, Dagbani, Arabic, and Indonesian Wikipedia. The feedback period will be open until May 22. If your community is interested in becoming a pilot, [[m:Talk:Abstract Wikipedia|let us know on Meta]]. '''Updates for editors''' * An experiment to show [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] to logged-out readers on mobile web will launch on May 18 across German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu Wikipedias, and will run for one month. The effort supports broader goals of helping readers save and organize articles for later reading, while encouraging habits that could lead to future Wikipedia contributions. * To support a bookmark button in the Reading List beta feature, the "Tools > Action" menu has been updated to display icons, including the watch star indicator that helps editors identify temporarily watched articles. The icons now also match those used on mobile, improving consistency across platforms. The change is currently limited to the actions menu and mainly affects editors with privileged user rights. [https://phabricator.wikimedia.org/T426008] * [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] was released as an [[w:en:A/B test|A/B test]] for newcomer editors on the mobile website at [[phab:T421189|~15 Wikipedias]]. The experiment will measure the impact that Suggestion Mode has on the proportion of newcomer mobile web edit sessions that result in constructive (un-reverted) article edits. The experiment will also evaluate the feature's impact on editor retention, and monitor changes in revert and block rates. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue in the Wikipedia Android app where images could sometimes fail to load after opening a recommended reading list notification, has now been fixed. [https://phabricator.wikimedia.org/T418231] '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/Wikidata Platform|Wikidata Platform team]] has published its [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/Backend Replacement|backend replacement recommendation]] and accompanying [[wikitech:Wikidata Query Service/WDQS Architecture re-design|technical architecture]] for the migration of the Wikidata Query Service (WDQS) away from Blazegraph. Feedback is invited until May 25th 2026, especially on potential gaps and impacts on advanced use cases. Wikidata community members and WDQS users are also encouraged to help identify high-impact tools and workflows that may need attention on [[d:Wikidata:SPARQL query service/WDQS backend update/High-Impact Use Cases|this page]]. Feedback can be shared on the [[d:Wikidata talk:SPARQL query service/WDQS backend update|Migration talk page]] or during the [[d:Special:MyLanguage/Wikidata:Blazegraph Migration Office Hours|next office hour]]. See the [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|WDP team newsletter]] for more details. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.3|MediaWiki]] '''In depth''' * On English, French, Japanese, and a few other Wikipedias, there was a [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|trial of hCaptcha]], a third-party bot detection service. The trial showed that hCaptcha effectively detects and deters some bad-faith automated activity, on its own and by giving [[w:en:Wikipedia:Village pump (technical)/Archive 225#Introducing SuggestedInvestigations|checkusers and stewards]] signals to look into. Because the results were positive, hCaptcha will be rolled out across all wikis over the next few weeks. [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|See the hCaptcha project page]] for technical information about the implementation and privacy protections. [[diffblog:2026/05/04/better-detecting-bots-and-replacing-our-captcha-part-2/|Learn more]]. * The latest Community Tech update is now available, with progress across several Community Wishlist initiatives, including Reading Lists expansion from the mobile app to the website, new language support for "Who Wrote That" and the Personal Dashboard, improvements to 3D rendering and Charts, and upcoming work on talk page sorting, audio playback, and editing workflows. The update also shares current priorities, wishlist status trends, and opportunities for community feedback on future focus areas and the Wikimedia Foundation’s 2026–2027 Annual Plan. [[m:Special:MyLanguage/Community Wishlist/Updates#May 13, 2026: Latest updates from the Community Tech team|Read the full newsletter for details]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:21, 18 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30539262 --> == Tech News: 2026-22 == <section begin="technews-2026-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/22|Translations]] are available. '''Weekly highlight''' * Following a [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#LOWM|successful account creation experiment]], an improved logged-out edit warning message will be deployed to all Wikimedia wikis in the first week of June. The change will only affect logged-out users on mobile web who open an editing session. The updated experience is designed to encourage account creation more clearly, while still allowing users to edit with temporary accounts. Results from the experiment showed a significant increase in account creation, with a 27% relative lift among users shown the updated message. As expected, as more people funnel into account creation, temporary accounts decreased by a relative 16%. The experiment did not show any significant changes in constructive edit rates or other monitored contributor metrics. [https://phabricator.wikimedia.org/T424595] '''Updates for editors''' * For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Members of these groups will be unable to disable the last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the next few weeks, users without 2FA will be removed from these groups. Notably, this applies to bureaucrats. See the linked tasks for deployment schedules. [https://phabricator.wikimedia.org/T423119][https://phabricator.wikimedia.org/T423120] * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] will run an [[w:en:A/B testing|A/B test]] on [[:phab:T415904|10 wikis]], testing [[m:WMDE Technical Wishes/References/Reference Previews|potential improvements for Reference Previews]]. The experiment will run for ~2 weeks at the end of May / beginning of June and will affect 10% of desktop readers on the participating wikis. * After two successful experiments, the Reader Growth team is rolling out an [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|Image Browsing]] beta feature for all Wikipedias on mobile on May 25. This means that anyone who has all beta features on by default will start to see this feature, and others can check the box to turn it on in their preferences. The beta feature will include a carousel of all an article's images at the top of the article, with controls for editors to [[mw:Readers/Reader_Growth/Image_Browsing#Phase_2.1_beta_feature|exclude images from the article's carousel or to exclude an article from the feature entirely]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, three dimensional STL files were being rendered incorrectly by the media viewer 3D extension which is now fixed. [https://phabricator.wikimedia.org/T416723] '''Updates for technical contributors''' * The legacy CSS classes <bdi lang="zxx" dir="ltr"><code><nowiki>tleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>tright</nowiki></code></bdi> have been replaced with <bdi lang="zxx" dir="ltr"><code><nowiki>floatleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>floatright</nowiki></code></bdi> as the former do not work consistently across all MediaWiki platforms, notably mobile web and mobile apps. Projects relying on these classes are encouraged to review related usage and plan for migration. Please note that <bdi lang="zxx" dir="ltr"><code><nowiki>floatleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>floatright</nowiki></code></bdi> may also be deprecated in future, although there are currently no plans to do so. [[phab:T426452|Read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.4|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:52, 25 May 2026 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30584502 --> == Tech News: 2026-23 == <section begin="technews-2026-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/23|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is conducting an experiment to show the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|reading lists]] feature, which is still in development, to logged-out mobile readers to test whether it encourages account creation at a higher rate compared to the watchstar button. The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists#Experiment timeline|experiment]] was launched on May 18th on German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu wikis, and it will run for a month. * The Wikimedia Apps team released [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh/Phase 1|Phase 1]] of the redesigned Home Feed to the Android Beta app. The new Home Feed includes a refreshed "Community" tab and a personalized "For You" tab featuring daily updated reading recommendations. The redesign is part of a broader effort to improve content discovery and create more engaging learning experiences in the Wikipedia apps. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where images could fail to load for some suggested edits on [[w:Special:Homepage|Special:Homepage]], leaving the thumbnail stuck in a loading state, has now been fixed. [https://phabricator.wikimedia.org/T424048] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.5|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:08, 1 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30613639 --> == Tech News: 2026-24 == <section begin="technews-2026-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/24|Translations]] are available. '''Weekly highlight''' * Wikimedia Enterprise has increased the free usage limits for its API offerings. The monthly request limit for the On-demand API has increased from 5,000 to 50,000 requests, while the Snapshot API limit has increased from 15 to 30 requests per month. In addition, Structured Contents snapshots are now available for free accounts. These changes expand access to Wikimedia Enterprise data for developers, researchers, and organizations using Wikimedia content. [https://enterprise.wikimedia.com/blog/enhanced-free-api] '''Updates for editors''' * The [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Explore Feed Refresh/Phase 1|refreshed Explore Feed]], now called the Home Feed, is rolling out to 50% of users of the Wikipedia Android app. The Home Feed helps readers discover relevant content through two new tabs: ''Community'' and ''For You''. The Community tab provides a scrollable feed of curated content and updates from the broader Wikimedia community and movement, while the ''For You'' tab offers a full-screen, swipeable experience that shows content tailored to a user's interests. The redesign is part of a broader effort to improve discovery and enhance the learning experience in the Wikipedia app. * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/"Which came first?" Game|Which came first?]] daily trivia game is now available in the beta version of the Wikipedia iOS app in English, German, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish. The game uses historical events from Wikipedia's "On This Day" content and challenges readers to guess which of two events happened first. The game was previously released on Android. Communities interested in making the game available in their languages can [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Games#Game availability by language|read the instructions and requirements]]. * [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new MediaWiki feature that allows editors to reuse references with different details, will begin rolling out to Wikimedia wikis following a successful pilot phase. Deployment will start on 8 June for most [[wikitech:Deployments/Train#Wednesday|Group 1 wikis]] and French Wikipedia, with additional Wikipedia language editions receiving the feature over the coming months. Communities are encouraged to prepare by checking for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-cite&language=en&action_source=search&filter=%21translated&optional=1&action=translate untranslated Cite extension messages] in their language and reviewing any use of [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]], which may require [[:phab:T416304#11668731|updates]] to support the new functionality. Wikis using [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] do not need to take any action. Communities may also wish to create the ''cite-tracking-category-ref-details'' [[Special:TrackingCategories|tracking category]] as a hidden category using <code><nowiki>__HIDDENCAT__</nowiki></code> (or a dedicated template), and connect it to the corresponding Wikidata item [[d:Q129764848]]. [https://phabricator.wikimedia.org/T425662] * The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews#Experimentation|Page Previews experiment]] on mobile web has concluded. The team decided not to roll out the feature after the results showed no statistically significant impact on reader retention, as the primary success metric was retention improvement. Page Previews, which are already available on desktop and in the apps, display a thumbnail, lead paragraph, and link to the full article when readers tap a blue link. The experiment tested this experience on mobile web across six Wikipedias. * The [[mw:Special:MyLanguage/Codex/Design/Icons|user interface icon library]] will be [[phab:T399175|updated later this week or next week]]. Most of the ~300 icons have been slightly refined and ~30 new icons have been added. These changes improve the icons to make them more consistent and comprehensible, and provide more visual balance when they are used in groups. * The [[mw:Special:MyLanguage/Universal Language Selector|Universal Language Selector]] (ULS) interface in MediaWiki, which helps users select content in other languages, has been updated. The new version improves speed and accessibility, and users of Wikimedia projects can now pin languages for quicker language switching. The deployment to Wikimedia sites will happen gradually in the coming weeks. You can test it now as a beta feature by selecting [[Special:Preferences#mw-prefsection-betafeatures|beta features]] in your profile preferences and share your feedback on [[mw:Special:MyLanguage/Universal Language Selector/New ULS|the project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Pageviews Analysis dashboard on pageviews.wmcloud.org stopped updating graph data in May 2026, affecting all users, has been fixed. [https://phabricator.wikimedia.org/T427171] '''Updates for technical contributors''' * The function signature for <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink()</nowiki></code></bdi> has been simplified. Developers can now pass a configuration object instead of a list of positional parameters when creating portlet links. The previous function signature remains supported for backwards compatibility. For example, instead of: <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink('p-cactions', '#', 'Stub', 'ca-stubtag', 'Add a stub tag to this page');</nowiki></code></bdi> use <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink('p-cactions', { href: '#', text: 'Stub', id: 'ca-stubtag', tooltip: 'Add a stub tag to this page' });</nowiki></code></bdi>. Script maintainers are encouraged to review existing uses of <bdi lang="zxx" dir="ltr"><code><nowiki>addPortletLink()</nowiki></code></bdi> and update them where appropriate. This change will be available on all wikis from 11 June. Thanks to community volunteer Gerges for contributing this improvement. [https://phabricator.wikimedia.org/T427945] * '''Community Wishlist discussion''': Product & Technology [[m:Special:MyLanguage/Community Wishlist/Updates#May 20, 2026: Community Tech becomes a program|introduced changes]] meant to increase the number and complexity of wishes fulfilled, including the disbanding of the Community Tech team. They are [[m:Special:MyLanguage/Community Wishlist/Updates|engaging in discussions]] about a [[m:Talk:Community Wishlist#Proposed direction for Wishlist|proposed direction for the wishlist]] from community members. 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Buddhist Monk in Meditation Practice]] This chapter explores what loving-kindness meditation is and what, if any, effect this practice has on emotion. Does meditation, particularly loving-kindness meditation, change how we feel? Are we as humans more relaxed and calmer as a result of a meditation practice, in this case specifically loving-kindness meditation? These are some of the questions the chapter explores. Hopefully the following chapter will help to demystify and clarify some of the misconceptions surrounding this very ancient practice of meditation. The chapter defines meditation in general and then more specifically loving-kindness meditation. Emotion is defined and current psychological theories used to understand emotion and its function in humans are considered. This includes how emotion is viewed through the biological, cognitive and social/cultural perspectives. Current research will be examined to explore what scientific evidence exists to support the use of loving-kindness meditation as a tool for mental health and well-being. ==Definition of loving-kindness== To understand the meaning of loving-kindness meditation (LKM) it is first important to take a step back and understand its origins. Whilst loving-kindness as a philosophy is a central Buddhist teaching, it does not exclusively belong to Buddhism (Salzberg, 1995). Loving kindness is a universal concept embraced by many religions from both East and West with a long history. The Greeks used the word [https://en.wikiversity.org/wiki/Agape agape] which referred to the highest form of love or the selfless love. In Judaism chesed is a Hebrew word that translates in English to loving kindness. It is used repeatedly in the book of Psalms to describe acts of kindness motivated by love. In Judaism it is predominately used to describe God rather than people. Loving-kindness is regularly referred to in Christianity in the New Testament (Salzberg, 1995). {{missing}} It is often referred to as [[Wikipedia:Mettā|“Metta”]] which is a Pali word that is translated as “love” or “lovingkindness” (Salzberg, 1995){{where}}. It is important to distinguish the type of love that metta refers to as often, particularly in the West, love suggests a type of passion or sentimentality. However the essence of metta is described as an unconditional love, not bound by desire (Salzberg, 1995). For the purpose of this book chapter the Buddhist definition and philosophy will be the main reference for understanding loving-kindness meditation and its impact on emotion. ==Definition of meditation== Buddhist teachings describe two basic aspects to meditation, {{grammar}} the first is [[Wikipedia:Mindfulness (psychology)|mindfulness]], the exercise of learning to rest and settle the mind. The second is known as insight or awareness and refers to the recognition of our true nature or basic goodness (Scheffel, 2003). Traditionally according to Buddhist teachings loving-kindness or metta is the first of four meditations known as the [[Wikipedia:Brahmavihara|Brahmavihara]] or the Divine or Heavenly Abodes. The others – compassion, sympathetic joy and equanimity – evolve from metta which supports and extends these states of being (Salzberg, 1995). ==What is loving-kindness meditation and how does it work?== [[File:Meditation - Malmö-1983.jpg|thumbnail|right|''Figure 2''. Loving kindness meditation can be practiced anywhere, at any age]] When the terms loving-kindness and meditation are combined this refers to the practice of loving-kindness meditation (LKM), sometimes referred to as Metta meditation. This form of meditation practice is aimed at promoting feelings of warmth and kindness to all beings including the individual engaged in the practice (Salzberg, 1995). Similar to most other meditation practices when beginning LKM the individual engages in quiet contemplation whilst seated preferably with the eyes closed and focuses their attention on the breath (Salzberg, 1995). As seen in ''Figure 2'' LKM is a technique that can be used by anyone at any age, to promote mental health and well-being. The individual is instructed to as much as possible let go of any expectations and analytic thoughts. An experience or memory where the participant felt they were kind, generous or caring is brought to mind and reflected upon for approximately five minutes (Salzberg, 1995). Feelings of happiness associated with this memory are encouraged if they arise. If no experience or memory is coming to mind simply reflecting on the innate desire for happiness present within oneself is adequate (Salzberg, 1995). When other thoughts or feelings arise such as impatience or annoyance the individual is instructed to simply return their attention to the contemplation, without judgement or guilt (Salzberg, 1995). This process of returning the attention to the practice and letting go of other intrusive thoughts or feelings is, in essence the process of meditation (Salzberg, 1995). LKM practice then involves the gentle repetition of deeply felt and meaningful phrases, firstly for oneself, then for others (Salzberg, 1995). The phrases are often referred to as [[Wikipedia:Mantra|mantras]] with the four classic phrases used: *“May I be free from danger.” *“May I have physical happiness.” *“May I have mental happiness.” *“May I have ease of well-being.” The next stage in LKM practice is to call to mind someone for whom gratitude or respect is felt, {{grammar}} in Buddhist texts this individual is referred to as the benefactor (Salzberg, 1995). Reflecting on the goodness within the benefactor and the ways they{{grammar}} have helped others. The above metta phrases (mantras) are then repeated but directed towards the benefactor. The meditator then calls to mind a neutral person; that is someone for whom there are neither negative or positive feelings towards. Often someone who is seen only occasionally and is not known well by the meditator is most appropriate, for example the person who delivers the mail or the sells you your coffee. While reflecting on the neutral person’s innate desire for happiness, the above metta phrases are directed towards them (Salzberg, 1995). Next the meditator calls to mind someone with whom they have difficulty with whom they find challenging. In LKM this person is often called the difficult person or even the enemy. The idea is to think of them in a positive way and repeat the metta phrases to them. In the final stage of LKM the meditator directs mantras to all four people; the self, the benefactor, the neutral person and the difficult person. The mantras are then extended outwards to everyone around the meditator, to everyone in the meditators’ neighbourhood, town, country, and so on throughout the world to all beings everywhere; this concludes the LKM practice (Salzberg, 1995). ==Definition of emotion== While most people would have an intuitive understanding of what an [[w:Emotion|emotion]] is and what it means, defining emotion specifically can be difficult. [[Wikipedia:Affect (psychology)|Affect]] can be used to describe the pattern of observable behaviours that communicates a person’s emotions (Fox, 2008). This may vary and fluctuate according to the person’s emotional state. [[Wikipedia:Mood (psychology)|Mood]] is different again and can be described as a more general and longer lasting emotional state (Fox, 2008). Mood may be internalised and may not be observable whereas affect involves visible behaviour and action (Fox, 2008). Emotion may be better defined as an evaluative response that may be positive or negative and may include physiological arousal, emotional expression or behaviour and subjective experience (Reeve, 2009). Emotions are often thought to define what it means to be not only alive, but to be human (Fox, 2008). ==Theories of emotion== Before beginning to explore some various theories of emotion it is important to mention that there are different frameworks that can be used to examine and understand emotion. Through the scientific study of emotion different research fields have chosen to focus on specific aspects of emotion (Fox, 2008). Keeping in mind that while a field of research may choose to focus on one component of emotion it is important to remember that generally speaking most of the components that make up an emotion are almost always present (Fox, 2008). The biological perspective for understanding emotion suggests that they have developed as a consequence of biological evolution. This approach asserts that emotion occurs naturally to lead us to do what our ancestors did to ensure they could pass on their genes (Fox, 2008). Furthermore, this perspective alters the focus of emotion being about feelings, to the range of behaviours and responses shared with other animal species (Fox, 2003). The biological approach sees emotion as inherently tied to physiological processes involving many brain areas, [[Wikipedia:Neurotransmitter|neurotransmitter]] systems, as well as the [[Wikipedia:Autonomic nervous system|autonomic nervous system]], and the [[Wikipedia:Endocrine system|endocrine system]] (Fox, 2003). The cognitive perspective is another framework for understanding emotion. This perspective is based on the premise that our evaluation or appraisal of significant events shapes the emotion that we experience (Fox, 2008). The cognitive perspective differs to the biological in that it attempts to explain why the same event may elicit a very different response in different individuals. According to the cognitive perspective, individuals emotions can reflect internal appraisals of situations and stimuli they encounter and their personal judgements (Cacioppo & Gardner, 1999). The evolutionary basis of the biological approach identifies emotions as a function from our ancestral history whereas the cognitive perspective is more focused on assessment of immediate coping capabilities and current processes of the evaluation of meaning (Fox, 2008). The third and final framework for understanding emotion is the social/cultural perspective. This approach asserts that emotions may only be acquired when people are exposed to them within a particular culture and therefore they are essentially learned behaviours (Fox, 2008). Interestingly, LKM was used in a study to examine whether social connection could be created between strangers in a controlled laboratory setting{{fact}}. On both explicit and implicit facets feelings of social connectedness and positivity towards unfamiliar individuals was increased after just a few minutes of LKM (Hutcherson, Seppala & Gross, 2008). This study reveals that even minimal LKM practice may reduce social isolation and increase positive social emotionality (Hutcherson, et al., 2008). Related to this, another study also revealed decreases in implicit bias against two stigmatised social outgroups; black people and homeless people through participation in a 6-week LKM practice. These results suggest that LKM may improve automatically activated implicit attitudes towards social groups that are stigmatised or marginalised (Kang, Gray & Dovidio, 2013). ==The biological perspective of emotion== The basic premise of the biological perspective is that emotions have evolved to assist humans to operate and function in their environment (Fox, 2008). Emotions function to enable prompt coordination of bodily processes necessary for survival (Fox, 2008). These bodily processes include all physiological reactions, cognitive processes, motor function and energy (Fox, 2008). It is worth noting particularly when considering this approach in relation to others that the focus is less on human feelings and more on the ways humans and other species respond and act. Maybe partly because of this, a large amount of research in this perspective is conducted with animals, often demonstrating that a given stimuli will evoke an emotion automatically (Fox, 2008). Whilst different theorist’ {{grammar}}within this tradition may differ, they all seem to agree that emotions are essentially genetically coded systems of response and they are triggered by an object or event that is either biologically or evolutionarily relevant. In the biological perspective the focus is also on a finite number of basic emotions. There appears to be a set of emotions that appear universally across cultures and even sometimes across species (Fox, 2008). This supports the view that some emotions have a biological basis and exist independent of our perceptions (Fox, 2008). When describing these emotions as basic it is important to note that basic refers to their hypothesised role in evolution and also as being the basis for coping strategies and adaptation (Abe & Izzard, 1999). Depending on the theorist this number will vary but is generally somewhere between 2 and 10 basic emotions. The six most commonly agreed upon basic emotions by a majority of the biological theorist’ are fear, anger disgust, sadness, joy and interest (Reeve, 2009). These basic emotions are also called primary emotions and can refer to a group of related affective states or emotion families rather than one specific emotion (Ekman, 1992). ==The cognitive perspective of emotion== This perspective argues that emotion is a result of our cognitions and if they are not present emotion is absent (Reeve, 2009). Whilst there is no denial that emotions can be a result of biological processes these are not seen to be the primary aspect of emotion (Fox, 2008). The basis for the cognitive perspective is that appraisal of meaning is the root cause of emotion. Only when the event is perceived to have personal significance to the individual will they experience emotion (Fox, 2008). Is the event relevant? Does the event affect their safety or wellbeing? Is it important to them? Will they benefit from the event? These are all questions that lead an individual to make appraisals regarding an experience. As a result of these appraisals meaning is attributed and the individual experiences an emotion according to this process (Ekman, 1992). The cognitive approach to emotion involves two references; firstly to the event or object being evaluated and secondly to the individual experiencing the event (Fox, 2008). To further understand this approach to emotion we will explore a cognitive theory in greater depth. ==Arnold's theory of appraisal== [[Wikipedia:Magda B. Arnold|Magda Arnold]] (1960) was one of the earliest cognitive theorist’ whose research was based on the premise that emotions are produced through an evaluative process of the meaning or significance of a given event. The environment is assessed for any change that may be relevant to that individual. Specific actions occur as a result of these appraisals and outcomes are experienced as emotion (Arnold, 1960). Arnolds’ theory relied on the idea that individuals classify objects and events as either being positive or negative (Frijda, 1986). Neurological pathways in the brain were the foundation of Arnolds’ theory, with the [[Wikipedia:Limbic system|limbic system]] as seen in ''Figure 4'' being at the centre of the appraisal process (Fox, 2008). Since Arnolds {{grammar}} seminal work more recent research has gone on to confirm Arnolds findings and further support the idea that the limbic system, is the area of the brain most involved in processing the emotional aspect of any event or experience (Fox, 2008). In Arnolds model illustrated below in ''Figure 3'', the process of appraisal occurs prior to the event and provokes the experience of emotion. Arnold created a system where appraisals varied on three dimensions, with events being viewed as 1) either harmful or beneficial, 2) to relate to the absence or presence of a particular object, 3) to approach or avoid (Frijda, 1986). Once appraisal has occurred on one of the above dimensions the individual will automatically engage in a process of liking or disliking, Arnold viewed this as the experience of emotion (Frijda, 1986). The response of liking or disliking will produce either an avoidance or approach action from the individual (Frijda, 1986). This action is referred to as a motivational tendency and in fact Arnold defines emotion in terms of motivation (Frijda, 1986). When the individual is in the appraisal stage they are recounting memories and imagining possible courses of action to deal with the event or object (Fox, 2008). The [[Wikipedia:Hippocampus|hippocampus]] stimulates another part of the brain, the [[Wikipedia:Motor cortex|motor cortex]] this process leads to bodily behaviour. Recent research indicates this {{which}} area of the brain is also activated in the practice of LKM. This suggests that the experience of emotion and the practice of LKM are activating the same regions in the brain. More recent research has shown that activation in the limbic system also affects other bodily functions that are involved in the expression of emotion (Fox, 2008). A model of Arnold theory is shown in figure 1.1.{{huh}} (figure) [[File:Arnold model.png|thumb|centre|700px|''Figure 3.'' A model of Arnold's Theory of Emotion (Reeve 2009)]] ==Loving-kindness meditation and the brain== [[File:The Limbic System and Nearby Structures - John Taylor.jpg|500px|thumb|''Figure 4.'' The limbic system and nearby structures]] Research using [[Wikipedia:Functional magnetic resonance imaging|functional magnetic resonance imaging (Fmri)]] assessed brain activity of novice and expert meditation practitioners engaged in LKM (Lutz, Brefczynski-Lewis, Johnstone, T. & Davidson, 2008). This study revealed increased neural activation during meditation in the anterior insula, [[Wikipedia:Postcentral gyrus|postcentral gyrus]], [[Wikipedia:Inferior parietal lobule|inferior parietal lobule(IPL)]], in the [[Wikipedia:Amygdala|amygdala]], [[Wikipedia:Temporoparietal junction|right temperal-parietal junction(TPJ)]] and right posterior and [[Wikipedia:Superior temporal sulcus|superior temporal sulcus (pSTS)]] in response to both emotional and neutral sounds by the expert practitioners (Lutz, et al., 2008). This suggests that the mental expertise involved in cultivating positive emotion (as in LKM) affects the activation of brain circuitries that have been previously linked to [[Wikipedia:Empathy|empathy]] and [[Wikipedia:Theory of mind|theory of mind]] in response to emotional stimuli (Lutz, et. al, 2008). This research also suggests that experts in LKM may be better at integrating affective responses and sensory-perceptual processes (Lutz, 2008). Other studies on LKM have revealed through the use of fMRI that practice of LKM by expert meditators makes them more able to share positive emotions of others through experiencing the happiness of others as theirs and wishing happiness for others (Lee, et al., 2012). This research supported previous findings that LKM is associated with activity in emotion-processing areas of the brain (Lee, et al., 2012). This implies that LKM may affect emotion regulation and subsequent generation of positive emotion (Lee, et al., 2012). Finally, a study again using fMRI to examine brain changes related to LKM revealed increased gray matter volume in the right angular and posterior [[Wikipedia:Parahippocampal gyrus|parahippocampal gyri]] in expert meditators (Leung, et al., 2013). Prior to this study, structural differences in the [[Wikipedia:Angular gyrus|angular gyrus]] have not been associated with meditation (Leung, et al., 2013). This suggests that LKM practice may be specifically associated with this part of the brain unlike other forms of meditation (Leung, et al., 2013). The above mentioned brain regions are all involved in affective regulation related to empathic response, [[Wikipedia:Anxiety|anxiety]] and mood (Leung, et al., 2013). Lastly this study revealed increased [[Wikipedia:Grey matter|gray matter]] in the left [[Wikipedia:Temporal lobe|temporal lobe]] of LKM experts, a finding reported previously in other studies of MRI research on meditation (Leung, et al., 2013){{explain}}. Davidson and colleagues (2003) used a randomised control trial to assess the effect of [[Wikipedia:Mindfulness meditation|mindfulness meditation]]{{explain}} on brain and immune function. The findings from this research suggested that meditation increases activation in the left-sided anterior of the brain. These findings are indicative of reduced anxiety and negative affect and that meditation can increase positive affect (Davidson, et al., 2003). Along with this they also found a significant reliable effect of meditation on immune function as measured by [[Wikipedia:Antibody|antibody]] levels post a vaccine. Increases in activation of the left-sided anterior of the brain were associated with increased immune response (Davidson, et al., 2003). ==Research findings on LKM== There is a growing body of evidence to support the use of loving-kindness meditation as a technique for general health and well-being and for enhancing positive emotions. Fredrickson and colleagues (2008) used a randomised longitudinal field experiment, assigning 139 participants with minimal experience of meditation to a seven week LKM program of LKM or a waitlist control group. While both groups reported a similar frequency of negative emotions, participants assigned to the LKM group reported greater positive emotions and were less depressed than participants in the control group (see ''Figure 5'') (Fredrickson, et al., 2008). After the LKM program finished positive emotions endured and an increase in positive emotions was reported on subsequent days even if LKM was not performed on those days (Fredrickson, et al., 2008). Another study investigating the use of LKM was a pilot study for chronic low back pain. Participants were recruited from a pain and palliative care clinic and were randomly assigned to either a treatment and control group. The control group was given standard care for chronic low back pain and the treatment group participated in an 8 week LKM program. Participants in the LKM treatment group reported lower pain ratings, less psychological distress and less anger (Carson, et al., 2005). As mentioned earlier, Hutcherson and colleagues (2008) study revealed that even a single brief session of LKM could lead to an increase in self-esteem and social-connectedness. Whereas a study examining the impact of three sessions of LKM found previously neutral stimuli were associated with positive affect after engaging in meditation (Hunsinger, Livingston, & Isbell, 2012). Finally, LKM was taught to individuals with schizophrenia in a case series{{explain}} and appeared to benefit persistent negative symptoms (Johnson et al., 2009). ==Can loving-kindness meditation increase happiness?== [[File:Positive emotions by experimental condition.png|500x300px|thumbnail|''Figure 5.'' Positive emotions by experimental condition (Fredickson, Cohn, Coffey, Pek & Finkel, 2008)]] A field study explored the psychological effects of LKM on participants attending a four day metta meditation retreat{{fact}}. Using questionnaires, the researchers measured participants before and after the retreat on a range of psychological measures (Alba, 2013). These included measures of happiness, kindness, compassion, social connectedness, love, gratitude and forgiveness (Alba, 2013){{grammar}}. Measures of depression, anxiety and stress were also recorded (Alba, 2013). The results of this study showed that participants’ anxiety and stress levels were significantly lower after participating in the retreat (Alba, 2013). Individuals were significantly happier for more of the time and experienced a decrease in the percentage of time they felt unhappy (Alba, 2013). The most significant results in this study related to participants decrease in stress and the increase in the percentage of time they felt happy (Alba, 2013). While this field study had some limitations including a relatively small sample size and some possibly unexamined confounding variables, the results do suggest that participation in metta meditation can have a positive effect psychological well being (Alba, 2013). ==Conclusion== Examining various approaches to the study of emotion, it is clear biological, cognitive and social/cultural perspectives may all focus on different aspects of the emotional experience, highlighting psychologies theoretical diversity. The complex interactions between environmental, biological, social and cognitive determinants of behaviour ensure this field of study will continue to incite interest and provoke research. Hopefully leading to a deeper understanding of this essential aspect of what it is to be human{{grammar}}. Further exploration of how techniques such as LKM affect emotion, may lead to more insight into the depth and breadth of emotions capacity to affect individuals experiences and quality of life. There appears to be a burgeoning field of evidence to suggest that loving-kindness meditation can play a role in individuals positive and negative affect as well as their physical health and perceived well-being. A future area of interest may be the examination of the affects of LKM on emotion through the lens of the social and cultural perspective. Constructs such as social interaction, emotional socialization and managing emotions may also shed some light on not only how LKM affects emotion but whether affects of meditation practice vary cross-culturally. The differences between affects of LKM on members of individualistic societies and collectivist cultures may be of interest and worth exploring. Research into the affects of LKM on physiology and physical health would be another possible area of interest in this developing field. ==Quiz== <quiz display=simple> {What does the abbreviation LKM stand for? |type="()"} - Living-kindness meditation + Loving-kindness meditation - Left-kinesthic movement {Which of these is not a mantra in LKM? |type="()"} + May I be rich - May I be free from danger - May I have mental happiness {Which theoretical perspective of emotion is centred around appraisals? |type="()"} - Biological + Cognitive - Social and cultural {What is Metta? |type="()"} - Conditional love, bound by desire + Unconditional love, not bound by desire - Love and kindness </quiz> ==See also== *[[Motivation_and_emotion/Book/2013/Emotion_and_helping|Emotion and helping]] *[[Motivation_and_emotion/Book/2014/Altruism_and_empathy|Altruism and empathy]] *[[Motivation_and_emotion/Book/2011/Cognitions_and_happiness|Cognitions and happiness]] ==References== {{Hanging indent|1= Abe, J. & Izard, C., (1999). The Developmental Functions of Emotions: An Analysis in Terms of Differential Emotions Theory, ''Cognition and Emotion, 13'',(5), 523-549, doi: 10.1080/026999399379177 Alba, B., (2013). Loving-kindness meditation: a field study, Contemporary Buddhism: ''An Interdisciplinary Journal, 14'',(2), 187-203. doi: 10.1080/14639947.2013.832494 Arnold, M. B. (1960). Emotion and personality. New York: Columbia University Press. Cacioppo, J. & Gardner, W., (1999). Emotion. ''Annual Review of Psychology, 50'', 191-214. doi:0084-6570/990201-0191 Carson, J. W., Keefe, F. J., Lynch, T. R., Carson, K. M., Goli, V., Fras, A. M., et al. (2005). Loving-kindness meditation for chronic low back pain: Results from a pilot trial. ''Journal of Holistic Nursing, 23'', 287-304. doi: 10.1177/0898010105278886 Davidson, R., Schere, K. & Goldsmith, H., (2003). Handbook of Affective Sciences. New York: Oxford University Press. Davidson, R., Kabat-Zinn, J., Schumacher, J., Rosenkrantz, M., Muller, D., Santorelli, S, Urbanowski, F., Harrington, A., Bonus, K. & Sheridan, J., (2003). 'Alterations in brain and immune function produced by mindfulness meditation.' ''Psychosomatic Medicine, 65'', 564-570. doi: 10.1097/01.PSY.0000077505.67574.E3 Domjam, M. (2014). The principles of Learning and Behavior (7th ed). Wadsworth, Belmont, CA. Ekman, P. (1992). Are there basic emotions?. ''Psychological Review, 99'' (3), 550-553. doi:10.1037/0033-295X.99.3.550 Fox, E., (2008). Emotion Science: an integration of cognitive and neuroscience. Palgrave Macmilan, Hampshire, UK. Fredrickson, B., Cohn, L., Coffey, K., Pek, J. & Finkel, S. (2008). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. ''Journal of Personality And Social Psychology, 95'',(5), 1045-1062. doi:10.1037/a0013262 Fidja, N. (1986). The Emotions. New York: Cambridge University Press. Hunsinger, M., Livingston, R., & Isbell, L. (2012, July). The impact of loving- kindness meditation on affective learning and cognitive control. ''Mindfulness'', pp. 1–6. doi:10.1007/s12671-012-0125-2 Hutcherson, C., Seppala, E. & Gross, J. (2008). Loving-kindness meditation increases social connectedness. ''Emotion, 8'' (5), 720-724. doi:10.1037/a0013237 Johnson, D. P., Penn, D. L., Fredrickson, B. L., Meyer, P. S., Kring, A. M., & Brantley, M. (2009). Loving-kindness meditation to enhance recovery from negative symptoms of schizophrenia. ''Journal of Clinical Psychology'', 65, 499–509. doi:10.1002/jclp.20591 Kang, Y., Gray, J. & Dovidio, J. (2013). The Nondiscriminating Heart: Lovingkindness Meditation Training Decreases Implicit Intergroup Bias. ''Journal of Experimental Psychology, 143'' (3), 1306-1313. doi:10.1037/a0034150 Lee, T., Leung, M., Hou, W., Tang, J., Yin, J., So, K., Lee, C. & Chan C. (2012). Distinct Neural Activity Associated with Focused-Attention Meditation and Loving-Kindness Meditation. ''PLoS One. 2012; 7''(8): e40054. Published online Aug 15, 2012. doi: 10.1371/journal.pone.0040054 Leung, M., Chan, C., Yin, J., Lee, C., So, K., Lee, T. (2013). Increased gray matter volume in the right angular and posterior parahippocampal gyri in loving-kindness meditators. ''Scan, 8'', 34-39. doi:10.1093/scan/nss076 Lutz, A., Brefczynski-Lewis, J., Johnstone, T. & Davidson, R. (2008). Regulation of Neural Circuitry of Emotion by Compassion Meditation: Effects of Meditative Expertise. ''PLoS ONE'', 2008, 3(3), doi:10.1371/journal.pone.0001897 Reeve, J. (2009). Understanding Motivation and Emotion. John Wiley & Sons: Hoboken, NJ Scheffel, B. (2003). Loving-kindness Meditation: Meditations to Help You Love Yourself, Love Others and Create More Love and Peace in the World. Fair Winds Press, Gloucester, MA }} ==External Links== * [http://youtu.be/sz7cpV7ERsM Loving-kindness meditation exercise] * [https://www.youtube.com/watch?v=lMS6gjd5INg Sharon Salzberg talks about loving-kindness meditation] * [https://www.youtube.com/watch?v=lMS6gjd5INg Uma Thurman interview with her father Dr Robert Thurman and Sharon Salzberg] [[Category:Motivation and emotion/Book/2014]] [[Category:Motivation and emotion/Book/Kindness]] [[Category:Motivation and emotion/Book/Love]] [[Category:Motivation and emotion/Book/Meditation]] 5khfbvkshplgop35rxamrfkyfmx1fb3 2814697 2814696 2026-06-08T21:57:55Z Jtneill 10242 /* Overview */ 2814697 wikitext text/x-wiki {{title|Loving-kindness meditation and emotion:<br>What is loving-kindness meditation and what are its emotional affects?}} {{MECR|1=https://www.screenr.com/vVDN}} __TOC__ ==Overview== [[File:Abbot of Watkungtaphao in Phu Soidao Waterfall.jpg|300px|thumb|''Figure 1''. Buddhist Monk in Meditation Practice]] This chapter explores what loving-kindness meditation is and what, if any, effect this practice has on emotion. Does meditation, particularly loving-kindness meditation, change how we feel? Are we as humans more relaxed and calmer as a result of a meditation practice, in this case specifically loving-kindness meditation? These are some of the questions the chapter explores. Hopefully the following chapter will help to demystify and clarify some of the misconceptions surrounding this very ancient practice of meditation. The chapter defines meditation in general and then more specifically loving-kindness meditation. Emotion is defined and current psychological theories used to understand emotion and its function in humans are considered. This includes how emotion is viewed through the biological, cognitive and social/cultural perspectives. Current research will be examined to explore what scientific evidence exists to support the use of loving-kindness meditation as a tool for mental health and well-being. ==Definition of loving-kindness== To understand the meaning of loving-kindness meditation (LKM) it is first important to take a step back and understand its origins. Whilst loving-kindness as a philosophy is a central Buddhist teaching, it does not exclusively belong to Buddhism (Salzberg, 1995). Loving kindness is a universal concept embraced by many religions from both East and West with a long history. The Greeks used the word [https://en.wikiversity.org/wiki/Agape agape] which referred to the highest form of love or the selfless love. In Judaism chesed is a Hebrew word that translates in English to loving kindness. It is used repeatedly in the book of Psalms to describe acts of kindness motivated by love. In Judaism it is predominately used to describe God rather than people. Loving-kindness is regularly referred to in Christianity in the New Testament (Salzberg, 1995). {{missing}} It is often referred to as [[Wikipedia:Mettā|“Metta”]] which is a Pali word that is translated as “love” or “lovingkindness” (Salzberg, 1995){{where}}. It is important to distinguish the type of love that metta refers to as often, particularly in the West, love suggests a type of passion or sentimentality. However the essence of metta is described as an unconditional love, not bound by desire (Salzberg, 1995). For the purpose of this book chapter the Buddhist definition and philosophy will be the main reference for understanding loving-kindness meditation and its impact on emotion. ==Definition of meditation== Buddhist teachings describe two basic aspects to meditation, {{grammar}} the first is [[Wikipedia:Mindfulness (psychology)|mindfulness]], the exercise of learning to rest and settle the mind. The second is known as insight or awareness and refers to the recognition of our true nature or basic goodness (Scheffel, 2003). Traditionally according to Buddhist teachings loving-kindness or metta is the first of four meditations known as the [[Wikipedia:Brahmavihara|Brahmavihara]] or the Divine or Heavenly Abodes. The others – compassion, sympathetic joy and equanimity – evolve from metta which supports and extends these states of being (Salzberg, 1995). ==What is loving-kindness meditation and how does it work?== [[File:Meditation - Malmö-1983.jpg|thumbnail|right|''Figure 2''. Loving kindness meditation can be practiced anywhere, at any age]] When the terms loving-kindness and meditation are combined this refers to the practice of loving-kindness meditation (LKM), sometimes referred to as Metta meditation. This form of meditation practice is aimed at promoting feelings of warmth and kindness to all beings including the individual engaged in the practice (Salzberg, 1995). Similar to most other meditation practices when beginning LKM the individual engages in quiet contemplation whilst seated preferably with the eyes closed and focuses their attention on the breath (Salzberg, 1995). As seen in ''Figure 2'' LKM is a technique that can be used by anyone at any age, to promote mental health and well-being. The individual is instructed to as much as possible let go of any expectations and analytic thoughts. An experience or memory where the participant felt they were kind, generous or caring is brought to mind and reflected upon for approximately five minutes (Salzberg, 1995). Feelings of happiness associated with this memory are encouraged if they arise. If no experience or memory is coming to mind simply reflecting on the innate desire for happiness present within oneself is adequate (Salzberg, 1995). When other thoughts or feelings arise such as impatience or annoyance the individual is instructed to simply return their attention to the contemplation, without judgement or guilt (Salzberg, 1995). This process of returning the attention to the practice and letting go of other intrusive thoughts or feelings is, in essence the process of meditation (Salzberg, 1995). LKM practice then involves the gentle repetition of deeply felt and meaningful phrases, firstly for oneself, then for others (Salzberg, 1995). The phrases are often referred to as [[Wikipedia:Mantra|mantras]] with the four classic phrases used: *“May I be free from danger.” *“May I have physical happiness.” *“May I have mental happiness.” *“May I have ease of well-being.” The next stage in LKM practice is to call to mind someone for whom gratitude or respect is felt, {{grammar}} in Buddhist texts this individual is referred to as the benefactor (Salzberg, 1995). Reflecting on the goodness within the benefactor and the ways they{{grammar}} have helped others. The above metta phrases (mantras) are then repeated but directed towards the benefactor. The meditator then calls to mind a neutral person; that is someone for whom there are neither negative or positive feelings towards. Often someone who is seen only occasionally and is not known well by the meditator is most appropriate, for example the person who delivers the mail or the sells you your coffee. While reflecting on the neutral person’s innate desire for happiness, the above metta phrases are directed towards them (Salzberg, 1995). Next the meditator calls to mind someone with whom they have difficulty with whom they find challenging. In LKM this person is often called the difficult person or even the enemy. The idea is to think of them in a positive way and repeat the metta phrases to them. In the final stage of LKM the meditator directs mantras to all four people; the self, the benefactor, the neutral person and the difficult person. The mantras are then extended outwards to everyone around the meditator, to everyone in the meditators’ neighbourhood, town, country, and so on throughout the world to all beings everywhere; this concludes the LKM practice (Salzberg, 1995). ==Definition of emotion== While most people would have an intuitive understanding of what an [[w:Emotion|emotion]] is and what it means, defining emotion specifically can be difficult. [[Wikipedia:Affect (psychology)|Affect]] can be used to describe the pattern of observable behaviours that communicates a person’s emotions (Fox, 2008). This may vary and fluctuate according to the person’s emotional state. [[Wikipedia:Mood (psychology)|Mood]] is different again and can be described as a more general and longer lasting emotional state (Fox, 2008). Mood may be internalised and may not be observable whereas affect involves visible behaviour and action (Fox, 2008). Emotion may be better defined as an evaluative response that may be positive or negative and may include physiological arousal, emotional expression or behaviour and subjective experience (Reeve, 2009). Emotions are often thought to define what it means to be not only alive, but to be human (Fox, 2008). ==Theories of emotion== Before beginning to explore some various theories of emotion it is important to mention that there are different frameworks that can be used to examine and understand emotion. Through the scientific study of emotion different research fields have chosen to focus on specific aspects of emotion (Fox, 2008). Keeping in mind that while a field of research may choose to focus on one component of emotion it is important to remember that generally speaking most of the components that make up an emotion are almost always present (Fox, 2008). The biological perspective for understanding emotion suggests that they have developed as a consequence of biological evolution. This approach asserts that emotion occurs naturally to lead us to do what our ancestors did to ensure they could pass on their genes (Fox, 2008). Furthermore, this perspective alters the focus of emotion being about feelings, to the range of behaviours and responses shared with other animal species (Fox, 2003). The biological approach sees emotion as inherently tied to physiological processes involving many brain areas, [[Wikipedia:Neurotransmitter|neurotransmitter]] systems, as well as the [[Wikipedia:Autonomic nervous system|autonomic nervous system]], and the [[Wikipedia:Endocrine system|endocrine system]] (Fox, 2003). The cognitive perspective is another framework for understanding emotion. This perspective is based on the premise that our evaluation or appraisal of significant events shapes the emotion that we experience (Fox, 2008). The cognitive perspective differs to the biological in that it attempts to explain why the same event may elicit a very different response in different individuals. According to the cognitive perspective, individuals emotions can reflect internal appraisals of situations and stimuli they encounter and their personal judgements (Cacioppo & Gardner, 1999). The evolutionary basis of the biological approach identifies emotions as a function from our ancestral history whereas the cognitive perspective is more focused on assessment of immediate coping capabilities and current processes of the evaluation of meaning (Fox, 2008). The third and final framework for understanding emotion is the social/cultural perspective. This approach asserts that emotions may only be acquired when people are exposed to them within a particular culture and therefore they are essentially learned behaviours (Fox, 2008). Interestingly, LKM was used in a study to examine whether social connection could be created between strangers in a controlled laboratory setting{{fact}}. On both explicit and implicit facets feelings of social connectedness and positivity towards unfamiliar individuals was increased after just a few minutes of LKM (Hutcherson, Seppala & Gross, 2008). This study reveals that even minimal LKM practice may reduce social isolation and increase positive social emotionality (Hutcherson, et al., 2008). Related to this, another study also revealed decreases in implicit bias against two stigmatised social outgroups; black people and homeless people through participation in a 6-week LKM practice. These results suggest that LKM may improve automatically activated implicit attitudes towards social groups that are stigmatised or marginalised (Kang, Gray & Dovidio, 2013). ==The biological perspective of emotion== The basic premise of the biological perspective is that emotions have evolved to assist humans to operate and function in their environment (Fox, 2008). Emotions function to enable prompt coordination of bodily processes necessary for survival (Fox, 2008). These bodily processes include all physiological reactions, cognitive processes, motor function and energy (Fox, 2008). It is worth noting particularly when considering this approach in relation to others that the focus is less on human feelings and more on the ways humans and other species respond and act. Maybe partly because of this, a large amount of research in this perspective is conducted with animals, often demonstrating that a given stimuli will evoke an emotion automatically (Fox, 2008). Whilst different theorist’ {{grammar}}within this tradition may differ, they all seem to agree that emotions are essentially genetically coded systems of response and they are triggered by an object or event that is either biologically or evolutionarily relevant. In the biological perspective the focus is also on a finite number of basic emotions. There appears to be a set of emotions that appear universally across cultures and even sometimes across species (Fox, 2008). This supports the view that some emotions have a biological basis and exist independent of our perceptions (Fox, 2008). When describing these emotions as basic it is important to note that basic refers to their hypothesised role in evolution and also as being the basis for coping strategies and adaptation (Abe & Izzard, 1999). Depending on the theorist this number will vary but is generally somewhere between 2 and 10 basic emotions. The six most commonly agreed upon basic emotions by a majority of the biological theorist’ are fear, anger disgust, sadness, joy and interest (Reeve, 2009). These basic emotions are also called primary emotions and can refer to a group of related affective states or emotion families rather than one specific emotion (Ekman, 1992). ==The cognitive perspective of emotion== This perspective argues that emotion is a result of our cognitions and if they are not present emotion is absent (Reeve, 2009). Whilst there is no denial that emotions can be a result of biological processes these are not seen to be the primary aspect of emotion (Fox, 2008). The basis for the cognitive perspective is that appraisal of meaning is the root cause of emotion. Only when the event is perceived to have personal significance to the individual will they experience emotion (Fox, 2008). Is the event relevant? Does the event affect their safety or wellbeing? Is it important to them? Will they benefit from the event? These are all questions that lead an individual to make appraisals regarding an experience. As a result of these appraisals meaning is attributed and the individual experiences an emotion according to this process (Ekman, 1992). The cognitive approach to emotion involves two references; firstly to the event or object being evaluated and secondly to the individual experiencing the event (Fox, 2008). To further understand this approach to emotion we will explore a cognitive theory in greater depth. ==Arnold's theory of appraisal== [[Wikipedia:Magda B. Arnold|Magda Arnold]] (1960) was one of the earliest cognitive theorist’ whose research was based on the premise that emotions are produced through an evaluative process of the meaning or significance of a given event. The environment is assessed for any change that may be relevant to that individual. Specific actions occur as a result of these appraisals and outcomes are experienced as emotion (Arnold, 1960). Arnolds’ theory relied on the idea that individuals classify objects and events as either being positive or negative (Frijda, 1986). Neurological pathways in the brain were the foundation of Arnolds’ theory, with the [[Wikipedia:Limbic system|limbic system]] as seen in ''Figure 4'' being at the centre of the appraisal process (Fox, 2008). Since Arnolds {{grammar}} seminal work more recent research has gone on to confirm Arnolds findings and further support the idea that the limbic system, is the area of the brain most involved in processing the emotional aspect of any event or experience (Fox, 2008). In Arnolds model illustrated below in ''Figure 3'', the process of appraisal occurs prior to the event and provokes the experience of emotion. Arnold created a system where appraisals varied on three dimensions, with events being viewed as 1) either harmful or beneficial, 2) to relate to the absence or presence of a particular object, 3) to approach or avoid (Frijda, 1986). Once appraisal has occurred on one of the above dimensions the individual will automatically engage in a process of liking or disliking, Arnold viewed this as the experience of emotion (Frijda, 1986). The response of liking or disliking will produce either an avoidance or approach action from the individual (Frijda, 1986). This action is referred to as a motivational tendency and in fact Arnold defines emotion in terms of motivation (Frijda, 1986). When the individual is in the appraisal stage they are recounting memories and imagining possible courses of action to deal with the event or object (Fox, 2008). The [[Wikipedia:Hippocampus|hippocampus]] stimulates another part of the brain, the [[Wikipedia:Motor cortex|motor cortex]] this process leads to bodily behaviour. Recent research indicates this {{which}} area of the brain is also activated in the practice of LKM. This suggests that the experience of emotion and the practice of LKM are activating the same regions in the brain. More recent research has shown that activation in the limbic system also affects other bodily functions that are involved in the expression of emotion (Fox, 2008). A model of Arnold theory is shown in figure 1.1.{{huh}} (figure) [[File:Arnold model.png|thumb|centre|700px|''Figure 3.'' A model of Arnold's Theory of Emotion (Reeve 2009)]] ==Loving-kindness meditation and the brain== [[File:The Limbic System and Nearby Structures - John Taylor.jpg|500px|thumb|''Figure 4.'' The limbic system and nearby structures]] Research using [[Wikipedia:Functional magnetic resonance imaging|functional magnetic resonance imaging (Fmri)]] assessed brain activity of novice and expert meditation practitioners engaged in LKM (Lutz, Brefczynski-Lewis, Johnstone, T. & Davidson, 2008). This study revealed increased neural activation during meditation in the anterior insula, [[Wikipedia:Postcentral gyrus|postcentral gyrus]], [[Wikipedia:Inferior parietal lobule|inferior parietal lobule(IPL)]], in the [[Wikipedia:Amygdala|amygdala]], [[Wikipedia:Temporoparietal junction|right temperal-parietal junction(TPJ)]] and right posterior and [[Wikipedia:Superior temporal sulcus|superior temporal sulcus (pSTS)]] in response to both emotional and neutral sounds by the expert practitioners (Lutz, et al., 2008). This suggests that the mental expertise involved in cultivating positive emotion (as in LKM) affects the activation of brain circuitries that have been previously linked to [[Wikipedia:Empathy|empathy]] and [[Wikipedia:Theory of mind|theory of mind]] in response to emotional stimuli (Lutz, et. al, 2008). This research also suggests that experts in LKM may be better at integrating affective responses and sensory-perceptual processes (Lutz, 2008). Other studies on LKM have revealed through the use of fMRI that practice of LKM by expert meditators makes them more able to share positive emotions of others through experiencing the happiness of others as theirs and wishing happiness for others (Lee, et al., 2012). This research supported previous findings that LKM is associated with activity in emotion-processing areas of the brain (Lee, et al., 2012). This implies that LKM may affect emotion regulation and subsequent generation of positive emotion (Lee, et al., 2012). Finally, a study again using fMRI to examine brain changes related to LKM revealed increased gray matter volume in the right angular and posterior [[Wikipedia:Parahippocampal gyrus|parahippocampal gyri]] in expert meditators (Leung, et al., 2013). Prior to this study, structural differences in the [[Wikipedia:Angular gyrus|angular gyrus]] have not been associated with meditation (Leung, et al., 2013). This suggests that LKM practice may be specifically associated with this part of the brain unlike other forms of meditation (Leung, et al., 2013). The above mentioned brain regions are all involved in affective regulation related to empathic response, [[Wikipedia:Anxiety|anxiety]] and mood (Leung, et al., 2013). Lastly this study revealed increased [[Wikipedia:Grey matter|gray matter]] in the left [[Wikipedia:Temporal lobe|temporal lobe]] of LKM experts, a finding reported previously in other studies of MRI research on meditation (Leung, et al., 2013){{explain}}. Davidson and colleagues (2003) used a randomised control trial to assess the effect of [[Wikipedia:Mindfulness meditation|mindfulness meditation]]{{explain}} on brain and immune function. The findings from this research suggested that meditation increases activation in the left-sided anterior of the brain. These findings are indicative of reduced anxiety and negative affect and that meditation can increase positive affect (Davidson, et al., 2003). Along with this they also found a significant reliable effect of meditation on immune function as measured by [[Wikipedia:Antibody|antibody]] levels post a vaccine. Increases in activation of the left-sided anterior of the brain were associated with increased immune response (Davidson, et al., 2003). ==Research findings on LKM== There is a growing body of evidence to support the use of loving-kindness meditation as a technique for general health and well-being and for enhancing positive emotions. Fredrickson and colleagues (2008) used a randomised longitudinal field experiment, assigning 139 participants with minimal experience of meditation to a seven week LKM program of LKM or a waitlist control group. While both groups reported a similar frequency of negative emotions, participants assigned to the LKM group reported greater positive emotions and were less depressed than participants in the control group (see ''Figure 5'') (Fredrickson, et al., 2008). After the LKM program finished positive emotions endured and an increase in positive emotions was reported on subsequent days even if LKM was not performed on those days (Fredrickson, et al., 2008). Another study investigating the use of LKM was a pilot study for chronic low back pain. Participants were recruited from a pain and palliative care clinic and were randomly assigned to either a treatment and control group. The control group was given standard care for chronic low back pain and the treatment group participated in an 8 week LKM program. Participants in the LKM treatment group reported lower pain ratings, less psychological distress and less anger (Carson, et al., 2005). As mentioned earlier, Hutcherson and colleagues (2008) study revealed that even a single brief session of LKM could lead to an increase in self-esteem and social-connectedness. Whereas a study examining the impact of three sessions of LKM found previously neutral stimuli were associated with positive affect after engaging in meditation (Hunsinger, Livingston, & Isbell, 2012). Finally, LKM was taught to individuals with schizophrenia in a case series{{explain}} and appeared to benefit persistent negative symptoms (Johnson et al., 2009). ==Can loving-kindness meditation increase happiness?== [[File:Positive emotions by experimental condition.png|500x300px|thumbnail|''Figure 5.'' Positive emotions by experimental condition (Fredickson, Cohn, Coffey, Pek & Finkel, 2008)]] A field study explored the psychological effects of LKM on participants attending a four day metta meditation retreat{{fact}}. Using questionnaires, the researchers measured participants before and after the retreat on a range of psychological measures (Alba, 2013). These included measures of happiness, kindness, compassion, social connectedness, love, gratitude and forgiveness (Alba, 2013){{grammar}}. Measures of depression, anxiety and stress were also recorded (Alba, 2013). The results of this study showed that participants’ anxiety and stress levels were significantly lower after participating in the retreat (Alba, 2013). Individuals were significantly happier for more of the time and experienced a decrease in the percentage of time they felt unhappy (Alba, 2013). The most significant results in this study related to participants decrease in stress and the increase in the percentage of time they felt happy (Alba, 2013). While this field study had some limitations including a relatively small sample size and some possibly unexamined confounding variables, the results do suggest that participation in metta meditation can have a positive effect psychological well being (Alba, 2013). ==Conclusion== Examining various approaches to the study of emotion, it is clear biological, cognitive and social/cultural perspectives may all focus on different aspects of the emotional experience, highlighting psychologies theoretical diversity. The complex interactions between environmental, biological, social and cognitive determinants of behaviour ensure this field of study will continue to incite interest and provoke research. Hopefully leading to a deeper understanding of this essential aspect of what it is to be human{{grammar}}. Further exploration of how techniques such as LKM affect emotion, may lead to more insight into the depth and breadth of emotions capacity to affect individuals experiences and quality of life. There appears to be a burgeoning field of evidence to suggest that loving-kindness meditation can play a role in individuals positive and negative affect as well as their physical health and perceived well-being. A future area of interest may be the examination of the affects of LKM on emotion through the lens of the social and cultural perspective. Constructs such as social interaction, emotional socialization and managing emotions may also shed some light on not only how LKM affects emotion but whether affects of meditation practice vary cross-culturally. The differences between affects of LKM on members of individualistic societies and collectivist cultures may be of interest and worth exploring. Research into the affects of LKM on physiology and physical health would be another possible area of interest in this developing field. ==Quiz== <quiz display=simple> {What does the abbreviation LKM stand for? |type="()"} - Living-kindness meditation + Loving-kindness meditation - Left-kinesthic movement {Which of these is not a mantra in LKM? |type="()"} + May I be rich - May I be free from danger - May I have mental happiness {Which theoretical perspective of emotion is centred around appraisals? |type="()"} - Biological + Cognitive - Social and cultural {What is Metta? |type="()"} - Conditional love, bound by desire + Unconditional love, not bound by desire - Love and kindness </quiz> ==See also== *[[Motivation_and_emotion/Book/2013/Emotion_and_helping|Emotion and helping]] *[[Motivation_and_emotion/Book/2014/Altruism_and_empathy|Altruism and empathy]] *[[Motivation_and_emotion/Book/2011/Cognitions_and_happiness|Cognitions and happiness]] ==References== {{Hanging indent|1= Abe, J. & Izard, C., (1999). The Developmental Functions of Emotions: An Analysis in Terms of Differential Emotions Theory, ''Cognition and Emotion, 13'',(5), 523-549, doi: 10.1080/026999399379177 Alba, B., (2013). Loving-kindness meditation: a field study, Contemporary Buddhism: ''An Interdisciplinary Journal, 14'',(2), 187-203. doi: 10.1080/14639947.2013.832494 Arnold, M. B. (1960). Emotion and personality. New York: Columbia University Press. Cacioppo, J. & Gardner, W., (1999). Emotion. ''Annual Review of Psychology, 50'', 191-214. doi:0084-6570/990201-0191 Carson, J. W., Keefe, F. J., Lynch, T. R., Carson, K. M., Goli, V., Fras, A. M., et al. (2005). Loving-kindness meditation for chronic low back pain: Results from a pilot trial. ''Journal of Holistic Nursing, 23'', 287-304. doi: 10.1177/0898010105278886 Davidson, R., Schere, K. & Goldsmith, H., (2003). Handbook of Affective Sciences. New York: Oxford University Press. Davidson, R., Kabat-Zinn, J., Schumacher, J., Rosenkrantz, M., Muller, D., Santorelli, S, Urbanowski, F., Harrington, A., Bonus, K. & Sheridan, J., (2003). 'Alterations in brain and immune function produced by mindfulness meditation.' ''Psychosomatic Medicine, 65'', 564-570. doi: 10.1097/01.PSY.0000077505.67574.E3 Domjam, M. (2014). The principles of Learning and Behavior (7th ed). Wadsworth, Belmont, CA. Ekman, P. (1992). Are there basic emotions?. ''Psychological Review, 99'' (3), 550-553. doi:10.1037/0033-295X.99.3.550 Fox, E., (2008). Emotion Science: an integration of cognitive and neuroscience. Palgrave Macmilan, Hampshire, UK. Fredrickson, B., Cohn, L., Coffey, K., Pek, J. & Finkel, S. (2008). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. ''Journal of Personality And Social Psychology, 95'',(5), 1045-1062. doi:10.1037/a0013262 Fidja, N. (1986). The Emotions. New York: Cambridge University Press. Hunsinger, M., Livingston, R., & Isbell, L. (2012, July). The impact of loving- kindness meditation on affective learning and cognitive control. ''Mindfulness'', pp. 1–6. doi:10.1007/s12671-012-0125-2 Hutcherson, C., Seppala, E. & Gross, J. (2008). Loving-kindness meditation increases social connectedness. ''Emotion, 8'' (5), 720-724. doi:10.1037/a0013237 Johnson, D. P., Penn, D. L., Fredrickson, B. L., Meyer, P. S., Kring, A. M., & Brantley, M. (2009). Loving-kindness meditation to enhance recovery from negative symptoms of schizophrenia. ''Journal of Clinical Psychology'', 65, 499–509. doi:10.1002/jclp.20591 Kang, Y., Gray, J. & Dovidio, J. (2013). The Nondiscriminating Heart: Lovingkindness Meditation Training Decreases Implicit Intergroup Bias. ''Journal of Experimental Psychology, 143'' (3), 1306-1313. doi:10.1037/a0034150 Lee, T., Leung, M., Hou, W., Tang, J., Yin, J., So, K., Lee, C. & Chan C. (2012). Distinct Neural Activity Associated with Focused-Attention Meditation and Loving-Kindness Meditation. ''PLoS One. 2012; 7''(8): e40054. Published online Aug 15, 2012. doi: 10.1371/journal.pone.0040054 Leung, M., Chan, C., Yin, J., Lee, C., So, K., Lee, T. (2013). Increased gray matter volume in the right angular and posterior parahippocampal gyri in loving-kindness meditators. ''Scan, 8'', 34-39. doi:10.1093/scan/nss076 Lutz, A., Brefczynski-Lewis, J., Johnstone, T. & Davidson, R. (2008). Regulation of Neural Circuitry of Emotion by Compassion Meditation: Effects of Meditative Expertise. ''PLoS ONE'', 2008, 3(3), doi:10.1371/journal.pone.0001897 Reeve, J. (2009). Understanding Motivation and Emotion. John Wiley & Sons: Hoboken, NJ Scheffel, B. (2003). Loving-kindness Meditation: Meditations to Help You Love Yourself, Love Others and Create More Love and Peace in the World. Fair Winds Press, Gloucester, MA }} ==External Links== * [http://youtu.be/sz7cpV7ERsM Loving-kindness meditation exercise] * [https://www.youtube.com/watch?v=lMS6gjd5INg Sharon Salzberg talks about loving-kindness meditation] * [https://www.youtube.com/watch?v=lMS6gjd5INg Uma Thurman interview with her father Dr Robert Thurman and Sharon Salzberg] [[Category:Motivation and emotion/Book/2014]] [[Category:Motivation and emotion/Book/Kindness]] [[Category:Motivation and emotion/Book/Love]] [[Category:Motivation and emotion/Book/Meditation]] me0p95ymxzkbyom82mwpcuix6i1jiyr 0 202967 2814646 2813390 2026-06-08T16:11:30Z Atcovi 276019 rewording 2814646 wikitext text/x-wiki {{secondary}} {{primary}} {{literature}} [[File:Annotating Text.jpg|thumbnail|right|Annotated Text Example]] Marking and/or highlighting a text is like having a conversation with a book - it allows you to ask questions, fill in your reactions, and mark events and passages you wanted to revisit later on. 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A list of possible literary devices is attached later in this page. * Feel free to draw pictures when a visual connection is appropriate. * Explain the historical context or traditions and social customs used in the passage. For example, are the characters following cultural/ethnical traditions? If so, which culture(s)? === Suggested methods for marking a text === * If you are a person who does not like to write in a book, you may want to use [[w:Post-it_note|post it notes]]. * If you feel really creative (or you're just super organized), you can even color code your annotations by using different colored post-its, highlighters, or pens. * Brackets: If several lines seem important, just draw a line down the margin [or the side of the text] and underline/highlight only the key phrases. * Asterisks: Place asterisks next to important passages; use two if it is really important! * Marginal Notes: Use the space in the margins to make comments, define words, ask questions, etc. * Underline/highlight; But be aware: do not underline or highlight too much! You want to concentrate on the important elements and NOT entire pages (use brackets for that). * Use circles, boxes, triangles, squiggly lines, stars, etc., whichever you see fit. * Don't [[Plagiarism|plagiarize]]. ==Literary Term Definitions== [[File:Idioms Screenshot.PNG|frameless|right]] :''See also: [[Literary Terms]]'' *''Alliteration'' - the practice of beginning several consecutive or neighboring words with the same sound: e.g., "The twisting trout twinkled below" *''Allusion'' - A reference to a mythological, literary, or historical person, place, or thing: e.g., "He met his Waterloo" *''Flashback'' - A scene that interrupts the action of a work to show a previous event. *''Foreshadowing'' - The use of hints or clues in a narrative to suggest future action. *''Hyperbole'' - A deliberate, extravagant, and often outrageous exaggeration; it may be used for either serious or comic effect: e.g., "The shot heard 'round the world" *''Idiom'' - An accepted phrase or expression having a meaning different from the literal: e.g., to drive someone up the wall. *''Imagery'' - The words or phrases a writer uses that appeal to the senses. *''Metaphor'' - A comparison of two unlike things not using like or as:: e.g. "Time is money" *''Mood'' - The atmosphere or predominant emotion in a literary work. <br> *''Oxymoron'' - A form of paradox that combines a pair of opposite terms into a signal unusual expression: ''Long shorts'', ''Jumbo Shrimp'', ''Sad Smiles'' *''Paradox'' - occurs when the elements of a statement contradict each other. Although the statement may appear illogical, impossible, or absurd, it turns out to have a coherent meaning that reveals a hidden truth: e.g., "Much madness is divinest sense." *''Personification'' - A kind of metaphor that gives inanimate objects or abstract ideas human characteristics: e.g., "The wind cried in the dark." *''Rhetoric'' - The art of using words to persuade in writing or speaking. *''Simile'' - A comparison of two different things or ideas using words such as "like" or "as": e.g., "The warrior fought like a lion." <br> *''Suspense'' - A quality that makes the reader or audience uncertain or tense about the outcome of events. *''Symbol'' - any object, person, place, or action that has both a meaning in itself and that stands for something larger than itself, such as quality, attitude, belief, or value: e.g., a tortoise represents slow but steady progress. *''Theme'' - The Central message of a literary work. It is expressed as a sentence or general statement about life or human nature. A literary work can have more than one theme, and most themes are not directly stated but are implied: e.g., pride often precedes a fall.] *''Tone'' - The Writer's or speaker's attitude toward a subject, character, or audience; It is conveyed through the author's choice of words (diction) and details. Tone can be serious, humorous, sarcastic, indignant, etc. *''Understatement'' (meiosis, litotes) - The opposite of hyperbole. It is a kind of irony that deliberately represents something as being much less than it really is; e.g., "I could probably manage to survive on a salary of two million dollars per year." === Irony === There are three types of irony. ;Verbal Irony When a speaker or narrator says one thing while meaning the opposite; sarcasm is a form or verbal irony: e.g., "It is easy to stop smoking. I've done it many times" ;Situation Irony When a situation turns out differently from what one would normally expect; often the twist is oddly appropriate: e.g., a deep sea diver drowning in a bathtub is ironic ;Dramatic Irony When a character or speaker says or does something that has different meaning from what he or she thinks it means, though the audience and other characters understand the full implications : e.g., Anne Frank looks forward to growing up, but sadly, we (as readers) know that will never be. [[Category:Literature for teens]] [[Category:Reading]] 3pw433x8g2ic0gfwk70ojlvgn3a45ev 0 215182 2814749 1955316 2026-06-09T03:46:54Z Jtneill 10242 + more specific category 2814749 wikitext text/x-wiki {{title|Attachment type and emotion:<br>How does attachment type influence emotional experience?}} {{MECR3|1=https://youtu.be/HVnh6zxFtSU}} __TOC__ == Overview == This chapter investigates the impacts of attachment type on emotional experiences. Included in this chapter is a brief introduction to the varying aspects of emotion, including comparisons of different definitions of what emotions are; what causes them; and what are included as emotions. Attachment theory is introduced including a brief history of the development of Bowlby's [[w:Attachment_theory|Attachment Theory]], as well as the further development by [[w:Mary_Ainsworth|Mary Ainsworth]], and her [[w:Strange_situation|Strange Situations]] assessment method leading to the identification of the 'ABC' attachment types. This will conclude with a review of differences in emotional experience associated with attachment type. == Introduction to emotion == There are many different theories to the question "[[w:Emotion|what is an emotion]]?" (Kagan, 2007). [[w:Paul_Ekman#Emotions_as_universal_categories|Eckman]] (1992) suggests that each emotion consists of unique aspects such as physiological reactions, as well as co-morbid features like rapid onset and short duration. Alternatively, Cabanac (2002) argues that an emotion is a mental experience with varying levels of intensity and hedonic content. Among the plethora of plausible definitions, Zemach (2001) suggests that many theorists will fall into one of two opposing groups: Spinozists, who believe emotion is an intentional state and a reason for an action, or Humeans, who believe emotion is a non-intentional state similar to a feeling. [[File:Plutchik-wheel.svg|thumb|''Figure 1. Plutchik-Wheel. Displaying possible Emotion families.'']] To more correctly define an emotion, one must look at what causes them. Buck (1984) suggests a combination of biology and cognition in a two systems view. The biological system relates to an automatic and unconscious process that reacts to emotionally triggering stimuli. The cognitive system analyses an emotional stimulus, determining personal significance (as cited in Reeve, 2014, p344). Ekman (1992) suggests that emotions exist in families, all of which consist of nine distinguishable characteristics revolving around expression, physiology, and antecedents. Eckman identified [http://www.paulekman.com/atlas-of-emotions/# five emotions]: enjoyment, sadness, anger, fear, and disgust. These emotions are similar to that of Plutchik (1958), who identified a [[w:Contrasting_and_categorization_of_emotions#Plutchik.27s_wheel_of_emotions|'wheel of emotions']] consisting of eight bipolar emotions: joy versus sorrow; anger versus fear; acceptance versus disgust; and surprise versus expectancy (as cited Plutchik, 2001). == Introduction to attachment theory == A key researcher into attachment types was [[w:John_Bowlby#Maternal_deprivation|John Bowlby]] with his work into an infant-mother attachment(Bretherton, 1992). Bowlby (1958) describes four theories regarding the nature of a child's ties to their mother. The first involved the child's [[w:Maslow's_hierarchy_of_needs#Physiological_needs|physiological need]] to be fed and protected; second, a child develops an attachment to solely to the mother's breast and gradually develops an understanding of the mother; third, the need of a child to touch and cling to another person; and finally, a child desires to return to the womb. He also argued a difference between biologically inherent processes and learned processes. Bowlby (1958) identified five attachment behaviours including sucking, clinging, following, crying, and smiling. Bowlby (1958) determined these to be species specific behaviours. At the time of development, very little research in the attachment of human infants existed; thus, Bowlby (1958) justified these observed behaviours of human infants with similarities observed of subhuman primates and other non-human animals. He additionally suggested that each of these behaviours reach a pinnacle of usefulness and then gradually decline as a child grows over the first two years of their lives, with behaviours such as crying and clinging reoccurring when the child feels it is in danger, sick, or incapacitated in some way (Bowlby, 1958). [[w:Mary_Ainsworth|Mary Ainsworth]] worked alongside Bowlby, researching the attachment behaviour displayed by infants when interacting with the mothers (Ainsworth, 1964; Ainsworth & Bell, 1970). Ainsworth (1964) defined attachment behaviour as an established relationship with an infant and another person or object that is affectionately based, and invokes a chain of events that help build the affectionate relationship. It was in her later work that she defined three possible attachment types. Secure (type B), Anxious-ambivalent (type C), and Anxious-avoidant (type A) through her strange situation assessment method (Ainsworth, 1970){{g}}. === The strange situation === The [[w:Attachment_theory#Attachment_classification_in_children:_The_Strange_Situation_Protocol|strange situation]] is a laboratory situation designed to assess how a young child (typically within the first two years of life) interacts with a new and unfamiliar environment, and to what extent the infant uses their mother as a crutch for their willingness to explore an unfamiliar environment (Ainsworth, 1970). === Attachment types === {{expand}} === [[w:Secure_attachment|Secure attachment]] === An infant that falls into a secure attachment type (type B) will generally be happy to explore and interact with a new environment when their primary carer is within vision, including in the presence of strangers, (Ainsworth & Bell, 1970). Although they were observably distressed when their carer left the room, upon their return the infant typically returned to a calm state. Willingness to resume exploring the surroundings, however, was diminished comparatively to initial levels of exploration, as well as increased apprehension directed towards any strangers (Ainsworth & Bell, 1970). Ainsworth, Blehar, Waters, & Wall (1978) suggest that a secure attachment would develop if the infant had learned to trust that their needs would be resolved quickly by their primary care giver upon the infant's observable presentation of distress. ==== [[w:Attachment_theory#Anxious-ambivalent_attachment|Anxious-ambivalent attachment]] ==== The presentation of an anxious-ambivalent attachment in infants is typically demonstrated by an aversion to general exploration and uneasiness to the presence of strangers in the strange situation scenario (Ainsworth & Bell, 1970). Additionally, upon the carer leaving the room, an infant is prone to aggressive outbursts, further avoidance towards exploring, and an observable anxiousness towards strangers. Following the return of the infant's carer, a combination of aggressive and contact seeking behaviour, or passive contact seeking behaviour towards the carer occurs (Ainsworth, Blehar, Waters, & Wall, 1978). ==== [[w:Attachment_theory#Anxious-avoidant_attachment|Anxious-avoidant attachment]] ==== Anxious-avoidant attachment is similar to anxious-ambivalent in terms of a hesitancy in exploring behaviour and avoidant behaviour of strangers when the carer is present (Ainsworth & Bell, 1970). Ainsworth and Bell note tthat avoidance behaviours are extended towards the carer when they return to the room. Additionally, infants of the anxious-avoidant attachment type display avoidant behaviours towards the carer in greater frequency than of that displayed towards the stranger before the carer left the room (Ainsworth & Bell, 1970). This avoidant behaviour directed towards the infant's carer is thought to be akin to a defence mechanism in which the infant does not trust that its needs will be met by their carer, and therefore, will attempt to avoid the carer (Ainsworth & Bell, 1970). ==== [[w:Attachment_theory#Disorganized.2Fdisoriented_attachment|Disorganised and Disoriented attachment]] ==== A possible fourth attachment type was identified by Mary Main (1990) labelled as Disorganised and Disoriented attachment type. It was developed after the original ABC attachment types in response to difficulty placing infants in one of the three prescribed attachment types (Main, 1990). Crittenden & Ainsworth (1989) identified a pattern described as avoidant/ambivalent (A/C), a combination of behaviours found in both A and C attachment types. Infants that were placed into this 'D-type' were observed to act distressed including rocking and huddling on the ground. In addition, the infants showed signs of further distress upon the carers return in deciding to approach or avoid the carer (Crittenden & Ainsworth, 1989). Crittenden & Ainsworth (1989) suggest that this is due to an insecurity in the infant that their desire for closeness and proximity with their carer will not be met with affection and security, but rather by indifference or punishment. Main (1990) noted that infants often fell into D attachment type if there was a connection to maltreatment at the hands of their carer, or if the carer had suffered a death in their own early stages of life (Crittenden & Ainsworth, 1989) [[File:Händchenhalten.JPG|thumb|''Figure 3.'' Couple holding hands, a universal symbol of attachment''.'']] === Attachment in adults === Initially, attachment type was typically only applied to infants and toddlers to assess the development of social interaction and relationship building with their primary carer or objects (Ainsworth & Bell, 1970). Research by Hazan and Shaver (1987) investigated if the attachment types were present in later adult life when applied to romantic relationships. Through their investigation Hazan and Shaver (1987) were able to identify similarities in the presentation of the original ABC attachment types found among infants in adults. There were predictable differences in experiences for adults in romantic attachments, and the research was able to identify linkages between models of self and social relationships similar to that of the relationship experience an infant has with their carer. Bartholomew and Horowitz (1991) developed a four-category model based off the similarities found by Hazan and Shaver (1987) to that of the original ABC attachment types identified by Ainsworth and Bell (1970). # The first category labelled as secure included those who believed romantic relationships consisted of friendship, happiness and a mutual trust (Bratholomew{{sp}} and Horowitz, 1991). # The second category, preoccupied, linked closely with that of Hazan and Shaver (1987) ambivalent group which highlighted a preoccupation with romantic attachment and reciprocation (Bratholomew and Horowitz, 1991). It was similar to that of the anxious-ambivalent attachment type by Ainsworth and Bell (1970). # The third category, dismissive, was linked in part to that of the avoidant similarities identified by Hazan and Shaver (1987) with the anxious-avoidant attachment type. Signalling a sense of unworthiness within themselves and a fear of rejection by their romantic interest (Bratholomew and Horowitz, 1991). # The final category, fearful, similar again to that of the avoidant attachment of Hazan and Shaver (1987) included a sense of unworthiness within a romantic partnership, however, was differentiated by a negative disposition towards other people and general social avoidance and fear of intimacy (Bratholomew and Horowitz, 1991). == Attachment type's influence on emotion == Through examining each of the attachment types, one may be able to predict some of the consequences associated with each and how those differences may impact a person's perception of emotion. === Toddler attachment and emotion === A difficulty with working with infants and toddlers is that often their own ability to differentiate between each emotion is quite lacking and therefore falls on observers to assess and determine what emotion they may be feeling at a given time. Over the decades since Bowlby and Ainsworth developed attachment theory, a plethora of research has been conducted, investigating such things{{vague}} as infant-parent attachment, discipline styles, and emotional development. An example of such research was conducted by Umemura, Jacobvitsz, Messina, and Hazen (2013) in which they aimed at determining if toddlers preferred the [[w:Caregiver|primary caregiver]] or the parent they felt more secure with. Their results showed, {{g}} a toddler typically had a greater preference for the primary caregiver (typically the mothers in this case) regardless of attachment type. However, this effect only occurred if the toddler was distressed or fearful; if the toddler showed no signs of distress the observable preference was not found between carers. Although attachment history wasn't able to predict the toddlers preference of caregiver, Umemura, Jacobvitsz, Messina, and Hazen (2013) did find that if a toddler had developed a secure attachment type with a carer and that carer was present, the effectiveness of the toddler using that relationship to reduce their distress was shown to be greater than for other attachment types. This indicated that a toddler who fell into a secure attachment type was more adept at controlling their outbursts of emotion associated with distress and fear in comparison to the other attachment types. [[File:Crying-girl.jpg|left|thumb|''Figure 4.'' Upset child.]] Kochanska (2001) conducted a longitudinal study tracking the emotional development of fear, anger and joy, alongside attachment type histories of children through the strange situation assessment method over the course of the first three years of their lives. Over the course of the study Kochanska (2001) was first able to identify differences in emotional development at fourteen-months of age. Here they found that children of an anxious-ambivalent attachment displayed the highest levels of fearfulness as well as the lowest levels of joyfulness than any other attachment type. Changes in the emotional development progressed from that point with children with a secure attachment type displaying significantly less signs of anger; insecurely attached children showed an increase in negative emotions; avoidant children became more fearful; ambivalent children showed less signs of joyfulness; and disorganised children showed more signs of anger when compared with each other attachment type (Kochanska, 2001). These findings support the association with the secure attachment having a more positive emotional association than the other attachment groups. In addition, it shows that each other attachment type indicates an increase in differing emotional reactivity and perception. Positive benefits of a secure attachment type were also found in early school age children by Granot and Mayseless (2001). They assessed how the children adjusted to a school environment in terms of academic achievement, emotional capacity, and social interaction. The findings indicated that children who were classified as having a secure attachment type demonstrated a more adaptive tendency, with greater academic achievement, emotional control and more positive social interactions than children of other attachment types (Granot & Mayseless, 2001). Additionally, they found that those children classified with either an avoidant or disorganised attachment type showed the poorest levels of adjustment in all levels assessed. These differences found may be a result of a child's ability to maintain a level of emotional control resulting in less emotional outbursts of anger, for example, allowing them to concentrate on school work or making social connections{{f}}. The research shows that the perception and ability to cope with emotion has been linked to different attachment types{{f}}, although they have not focused on the possible environmental factors contributing to the attachment type developing in the young children. Carter, Garrity-Rokous, Chasan-Cohen, Little, and Briggs-Gowan (2001) investigated the association with maternal depression along with other comorbid disorders in the development of infant attachment security and social-emotional difficulties. They found that mothers displaying depressive symptoms had a small association with the development of insecurely attached children, however if maternal depression and other comorbid disorders were present, the development of insecure children was increased comparatively. This supports the previously mentioned tendency highlighted by Crittenden & Ainsworth (1989) where negative life events of the child's mother is associated with a greater negative emotional experiences and the development of insecure or disorganised attachment types{{f}}. === Adolescent attachment and emotion === [[File:Imagen 697.jpg|thumb|''Figure 5.'' Adolescents displaying joy and closeness{{inline comment|explain how this relates to the chapter topic}}.]] Attachment type and emotion research has not been restricted to that of toddlers and young children. Kobak, Ferenz-Gillies, and Gamble (1993) investigated the relationship between mothers and their adolescent children and the association attachment type and emotional regulation had on problem-solving{{rewrite}}. Adolescents who were identified as having a secure attachment to their mothers also had significantly greater problem-solving behaviours as well as less dysfunctional anger issues and lower levels of avoidance than those identified in any other attachment type{[f}}. Identifying that by having a secure relationship with their mothers the adolescents may be more open to expressing ideas and suggestions in the problem-solving process and be more accepting of the decision made by their mothers{{g}}. Booth-Laforce, Kim, Rubin, Rose-Krasnor, and Burgess (2007) found similar results when they assessed the attachment, self-worth and peer-group relationships of middle-aged children. In their study, they found that when a child was securely attached to the father, an association with lower levels of aggression was present and when a secure attachment was present with the mother the child displayed greater social competence in comparison to other attachment types. Additionally, they found that those with an insecure attachment had a greater probability of developing problematic relationships and externalising problems and emotions, compared with ambivalent attachment of which internalised them; and insecure-avoidant attachment types who had higher levels of aggressive behaviour. Further demonstrating that children with who have secure attachment types are often associated with more positive emotions when compared with each of the other attachment types was the research by Simpson, Collins, Tran and Haydon (2007). In their longitudinal study spanning from infancy to the mid-twenties they investigated the interpersonal experiences in early childhood predicting the positive or negative emotional experiences in romantic partners later in life. Again they found that children with a secure attachment had the greatest outcomes; specifically, a secure attachment at twelve months of age indicated they would be more socially competent in school, have more successful relationships in their adolescent years and in turn have greater positive emotional experiences in adulthood. It was also found that both how one experiences and expresses their emotions in romantic relationships in adulthood were meaningfully linked{{explain}} to the attachment experiences in early development regardless of which attachment type was observed (Simpson, Collins, Tran and Haydon, 2007). === Adult attachment and emotion === The research into adult attachment and emotion has trended{{sp}} to involve how a person experiences emotion in their romantic, intimate relationships more so than social relationships. Feeney (1995) conducted research looking at the ability to control anger, sadness and anxiety of couples in relation to their attachment types. Conversely{{awkward}} to predictions based on the presented research, Feeney (1995) found that if both individuals in a relationship had insecure attachment types they had greater control over their emotions than did a pair of securely attached partners. Although other research has shown that anxious attachment types experience more negative emotions than positive, it would appear that through this they develop an enhanced ability to control them (Simpson, Collins, Tran and Haydon, 2007; Mikulincer and Shaver, 2005; Feeney, 1995) Mikulincer and Shaver (2005) also studied the attachment and emotions in close relationships. However, in contrast to Feeney (1995) their results were more consistent with other research in that a secure attachment style boasted a more positive emotional range reporting more pride, happiness, and compassion; a greater tendency for the relationship to be maintained and have a greater overall quality{{rewrite}}. They also found that those with an insecure attachment had a narrower range of experienced emotions, often being biased and defensive in nature. Avoidant attachment was similar to that of the insecure attachment, however, it was reported that those of an avoidant attachment tended to be defensive of their own behaviour and harbour negative feelings towards their partners. Those of an anxious attachment tended to overwhelmed by distressing, negative emotional episodes, specifically in response to situations in which one may typically expect a positive emotional experience. It would seem that those of a secure attachment type are able to experience positive emotions through themselves which is enhanced by the interaction of a partner whereas those of other attachment types tend to experience more negative emotions individually leading them to express more negative emotions into their relationship, and reducing the positive emotions available to be experienced{{f}}. == Conclusion == Throughout this chapter, we have examined a number of theories, each of which attempted to define what is an emotion although some ambiguity is still present{{vague}}. This book chapter has provided a basis in which to further explore emotion and the attached theories surrounding it{{vague}}. Following the discussion on emotion, attachment theory, and its development over time by Bowlsby{{sp}} and Ainsworth into a functioning theory which has been repeatedly applied{{vague}}. The provided definitions for each of the attachment types (Secure, Anxious-Avoidant, Anxious-Ambivalent, and Disorganised/Disorienited) are only a small portion of attachment theory, and as such, it is highly recommended that a more holistic approach is taken with personal reading and investigation into attachment theory in order to gain a more comprehensive understanding{{vague}}. Finally, a discussion on the perception and experience of emotion of those observed as being part of each of the attachment types{{vague}}. The presented research demonstrated those of a secure attachment type were typically experienced more positive emotion and, as such, was often defined as the most socially acceptable attachment type over the course of development{{f}}. Each of the other attachments identified in the attachment theory and the similars{{sp}} applied to adults demonstrated some form of deficiency or negativity to the perception and experience of emotion. People with an anxious-avoidant attachment type often internalise their emotions and attempt to soldier through, often resulting in aversive experiences. In contrast to those of the anxious-ambivalent type of which tended to externalise the negativity of the emotions the perceived and experienced on towards others around them often appearing aggressive. Lastly, disorganised/disoriented, those of which were typically found to experience conflicting and confused emotions in relation to the events around them{{f}}. == See also == [[Motivation and emotion/Book/2015/Love and lust|Attachment and sexual motivation]] [[Motivation and emotion/Book/2011/Spiritual and religious motivation|Spiritual Attachment]] [[Motivation and emotion/Book/2013/Pet ownership and emotion|Attachment and Non-human animals]] [[Motivation and emotion/Book/2010/Emotional development in children|Emotional Development of Children]] [[Motivation and emotion/Book/2016/Intimacy motivation|Intimacy motivation]] == References == {{Hanging indent|Ainsworth, M.D. (1964) Patterns of attachment behavior shown by the infant in interaction with his mother.<i> Merrill-Palmer Quarterly of Behaviour and Development. </i> 10(1), pp. 51-58 Ainsworth, M.D.; Bell, S. M. (1970). 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(1990). "Procedures for Identifying Infants as Disorganized/Disoriented during the Ainsworth Strange Situation". In Greenberg, Mark T.; Cicchetti, Dante; Cummings, E. Mark. Attachment in the Preschool Years: Theory, Research, and Intervention. Chicago: University of Chicago Press. pp. 121–60 Mikulincer, M., Shaver, P.R. (2005) Attachment theory and emotions in close relationships: Exploring the attachment-related dynamics of emotional reactions to relational events. <i>Journal of the International Association for Relationship Research. </i>12(2) 149 - 168. Plutchik, R. (2001). The nature of emotions: Human emotions have deep evolutionary roots, a fact that may explain their complexity and provide tools for clinical practice.<i> American Scientist. </i>89(4), 344-350. Simpson, J.A., Collins, W.A., Tran, S., & Haydon, K.C. (2007) Attachment and the experience and expression of emotions in romantic relationships: A developmental perspective. <i> Journal of Personality and Social Psychology, </i> 92(2), 355 - 367 Umemura, T., Jacobvitsz, D., Messina, S., & Hazen, N. (2013) Do toddlers prefer the primary caregiver or the parent wit whom they feel more secure? The role of toddler emotion. <i>Infant Behaivour and Development.</i> 36(1) 102-114. Zemach, E.M. (2001) What is Emotion?. <i>American Philosphical Quarterly. </i>38(2) 197-207. }} == Further resources == https://www.mentalhelp.net/articles/attachment-theory/ http://www.simplypsychology.org/attachment.html http://www.paulekman.com/atlas-of-emotions/ [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Relationships/Attachment]] 20mda3ven50ohezxwlb0ppuyf1fahyk 0 216126 2814535 2814532 2026-06-08T12:00:37Z Cmiller1137 2395700 /* Activities */ 2814535 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google Chrome.svg|right|100px|Chrome logo]] [[File:Firefox logo, 2019.svg|right|100px|Firefox logo]] [[File:Opera 2015 icon.svg|right|100px|Opera logo]] A web browser (commonly referred to as a browser) is a software application for retrieving, presenting and traversing information resources on the World Wide Web.<ref>[[Wikipedia: Web browser]]</ref> This lesson introduces web browsers. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Identify the functions of Web browsers, and use them to access the World Wide Web and other computer resources. * Identify and configure user customization features in Web browsers, including preferences, caching, cookies. * Connect to and access the Internet ** Connect to Internet via existing Internet connection and confirm functionality ** Open Internet browser and set home page of personal choice by setting Internet options ** Ensure Internet browser software security ** Adjust display of the Internet browser to suit personal requirements ** Modify toolbar to meet user and Internet browser needs ** Access a particular website, note privacy and other conditions of use, and retrieve data ** Use socially responsible behaviour when sharing information on the Internet ** Enter uniform resource locator (URL) in address line of Internet browser * Access and use consumer specific sites on the Internet ** Identify, access and review information specific sites to gain consumer information ** Identify and use Internet application sites to lodge details and gain access and information ** Access and use online forms on the Internet * Undertake online transactions ** Access online transaction site ** Ensure security of transaction site ** Enter required information into fields on merchant's website ** Ensure pop-up dialog boxes, prompts or feedback mechanisms are completed ** Enter, check and make changes to preferred transaction options ** Complete online transaction ** Record and archive receipts according to business processes ** Close down and leave transaction process == Readings == # [[Wikipedia: Web browser]] # [[Wikipedia: Browser extension]] == Multimedia == # [https://www.youtube.com/watch?v=BrXPcaRlBqo YouTube: What is a browser?] # [https://www.youtube.com/watch?v=FxirRVJWUTs YouTube: Browser Basics] # [https://www.youtube.com/watch?v=ntmhwxCqHzI YouTube: Browsing in Chrome] # [https://www.youtube.com/watch?v=ZeuWjUp0PnQ YouTube: Getting Started with Firefox] # [https://www.youtube.com/watch?v=Xbl5qd3mfKc YouTube: Customizing Chrome] # [https://www.youtube.com/watch?v=94tAqUObEfc YouTube: Customize Firefox controls, buttons and toolbars] == Student Presentations == # [https://www.youtube.com/watch?v=Os49B_fMkrc YouTube: Chrome Features] == Activities == # Complete the following tutorials: #* [https://www.tutorialspoint.com/internet_technologies/web_browsers.htm TutorialsPoint: Web Browser] #* [https://www.learnfree.org/series/internet-tips LearnFree: Internet Tips] # Install multiple web browsers to compare the different programs: #* Brave #*# Review [https://brave.com/index/ Brave: Download and Install Brave] #*# Download and install Brave. #* Chrome #*# Review [https://support.google.com/chrome/answer/95346?co=GENIE.Platform%3DDesktop&hl=en-GB Google: Download and Install Google Chrome]. #*# Download and install Chrome. #* Edge #*# Review [https://www.microsoft.com/en-us/edge Microsoft: Download Microsoft Edge Web Browser] #*# Download and install Edge #* Firefox #*# Review [https://www.mozilla.org/en-US/firefox/products/ Mozilla: Firefox] #*# Download and install Firefox. #* Opera #*# Review [http://www.opera.com/ Opera: Browser] #*# Download and install Opera. # Practice using web browsers: #* All platforms: #*# Complete the tutorial ̺[https://www.learnfree.org/episode/internet-basics/?id=16422 LearnFree: Chrome] #*# Complete the tutorial [https://www.learnfree.org/episode/internet-basics/?id=16422 LearnFree: Edge] #*# Complete the tutorial [https://www.learnfree.org/episode/internet-basics/?id=16422 LearnFree: Firefox] #*# Complete the tutorial [https://help.opera.com/en/get-started/ Opera: Getting started with Opera] #* MacOS #*# Complete the tutorial [https://support.apple.com/guide/safari/get-started-ibrw6fde4ee8/mac Getting started with Safari on Mac] #* All #*# After completing the tutorials, search the Internet for tips on using your preferred web browser(s). # Configure browser settings. #* Brave #** Review available resources in the [https://brave.com/features/ Brave: Brave Help Center]. #** Check Brave settings and advanced settings and modify any settings that would improve your Internet experience. #* Chrome #** Review available resources in the [https://support.google.com/chrome Google: Chrome Help Center]. #** Check Chrome settings and advanced settings and modify any settings that would improve your Internet experience. #* Edge #** Review available resources under [https://support.microsoft.com/en-us/help/4027776/microsoft-edge-find-settings-tools-internet-options Edge: Settings and Tools]. #** Check Edge settings and modify any settings that would improve your Internet experience. #* Firefox #** Review available resources under [https://support.mozilla.org/en-US/products/firefox Mozilla: Firefox Help Topics]. #** Check Firefox preferences and modify any settings that would improve your Internet experience. #* Opera #** Review available resources under [http://www.opera.com/help/tutorials/personalize/ Opera: Personalize Opera]. #** Check Opera preference settings and modify and settings that would improve your Internet experience. #* Safari #** Review available resources under [https://support.apple.com/safari Apple: Safari Support]. #** Check Safari preferences and modify any settings that would improve your Internet experience. # Configure browser extensions and add-ons. #* Review [https://websitebuilders.com/how-to/learn-to-download/install-plug-in/ Websitebuilders: Installing Plug-ins] and [https://www.computerhope.com/issues/ch001411.htm ComputerHope: How to Disable or Remove Installed Extensions in Any Browser]. #* View add-ons installed in your browser(s). Disable any add-ons you don't use. #* Search the Internet for the most popular add-ons for your browser(s). Consider adding and testing a password manager, ad blocker, autoplay blocker, grammar checker, or other add-on. # Compare browser HTML5 compatibility. #* Review [https://www.html5accessibility.com/ HTML Accessibility]. Note the version numbers of the browsers being compared and how well those versions met the HTML5 standard. All browsers have made improvements since the comparisons were made, but the results can be an indicator of how important standards are to a given browser's development team. == Lesson Summary == * A web browser (commonly referred to as a browser) is a software application for retrieving, presenting and traversing information resources on the World Wide Web.<ref>[[Wikipedia: Web browser]]</ref> * The most popular web browsers are Google Chrome, Microsoft Edge (preceded by Internet Explorer), Firefox, Safari, and Opera.<ref>[[Wikipedia: Web browser]]</ref><ref>[https://www.netmarketshare.com/browser-market-share.aspx?qprid=2&qpcustomd=0 NetMarketShare: Browser market share]</ref> * The primary purpose of a web browser is to bring information resources to the user ("retrieval" or "fetching"), allowing them to view the information ("display", "rendering"), and then access other information ("navigation", "following links").<ref>[[Wikipedia: Web browser]]</ref> * The prefix of the URL, the Uniform Resource Identifier or URI, determines how the URL will be interpreted.<ref>[[Wikipedia: Web browser]]</ref> * The most commonly used kind of URI starts with http: and identifies a resource to be retrieved over the Hypertext Transfer Protocol (HTTP).<ref>[[Wikipedia: Web browser]]</ref> * Many browsers also support a variety of other prefixes, such as https: for HTTPS, ftp: for the File Transfer Protocol, and file: for local files.<ref>[[Wikipedia: Web browser]]</ref> * Prefixes that the web browser cannot directly handle are often handed off to another application entirely. For example, mailto: URIs are usually passed to the user's default e-mail application, and news: URIs are passed to the user's default newsgroup reader.<ref>[[Wikipedia: Web browser]]</ref> * HTML and associated content (image files, formatting information such as CSS, etc.) is passed to the browser's layout engine to be transformed from markup to an interactive document, a process known as "rendering".<ref>[[Wikipedia: Web browser]]</ref> * Most browsers can display images, audio, video, and XML files, and often have plug-ins to support Flash applications and Java applets.<ref>[[Wikipedia: Web browser]]</ref> * All major web browsers allow the user to open multiple information resources at the same time, either in different browser windows or in different tabs of the same window.<ref>[[Wikipedia: Web browser]]</ref> * Major browsers also include pop-up blockers to prevent unwanted windows from "popping up" without the user's consent.<ref>[[Wikipedia: Web browser]]</ref> * Most web browsers can display a list of web pages that the user has bookmarked so that the user can quickly return to them. Bookmarks are also called "Favorites" in Internet Explorer.<ref>[[Wikipedia: Web browser]]</ref> * In addition, all major web browsers have some form of built-in web feed aggregator.<ref>[[Wikipedia: Web browser]]</ref> * Most browsers can be extended via plug-ins, downloadable components that provide additional features.<ref>[[Wikipedia: Web browser]]</ref> * Most major web browsers have common user interface elements:<ref>[[Wikipedia: Web browser]]</ref> ** Back and forward buttons to go back to the previous resource and forward respectively. ** A refresh or reload button to reload the current resource. ** A stop button to cancel loading the resource. In some browsers, the stop button is merged with the reload button. ** A home button to return to the user's home page. ** An address bar to input the Uniform Resource Identifier (URI) of the desired resource and display it. ** A search bar to input terms into a web search engine. In some browsers, the search bar is merged with the address bar. ** A status bar to display progress in loading the resource and also the URI of links when the cursor hovers over them, and page zooming capability. ** The viewport, the visible area of the webpage within the browser window. ** The ability to view the HTML source for a page. ** An incremental find features to search within a web page. * A browser extension is a plug-in that extends the functionality of a web browser.<ref>[[Wikipedia: Browser extension]]</ref> * Many browsers have an online store that allows users to find extensions and see lists of popular extensions.<ref>[[Wikipedia: Browser extension]]</ref> * Browser extensions are used for improving a browser's user interface, security or accessibility, blocking advertisements, and various other features to make browsing the internet easier and more pleasant.<ref>[[Wikipedia: Browser extension]]</ref> * Browser extensions have access to everything done by the browser, and can do things like inject ads into web pages, or make "background" HTTP requests to third-party servers. As a result, a malicious browser extension may take action against the interest of the user that installed it.<ref>[[Wikipedia: Browser extension]]</ref> == Key Terms == ;aggregator :A web site or computer software that aggregates a specific type of information from multiple online sources.<ref>[[Wikipedia: Aggregator]]</ref> ;ActiveX :An early software framework developed by Microsoft to enhance browser functionality, which was supported only by x86-based computers using Internet Explorer.<ref>[[Wikipedia: ActiveX]]</ref> ;bookmark :A Uniform Resource Identifier (URI) that is stored for later retrieval in any of various storage formats.<ref>[[Wikipedia: Bookmark (World Wide Web)]]</ref> ;browser cache :An information technology for the temporary storage of web documents, such as HTML pages and images, to reduce bandwidth usage, server load, and perceived lag.<ref>[[Wikipedia: Web cache]]</ref> ;CAPTCHA :A type of challenge-response test used in computing to determine whether or not the user is human.<ref>[[Wikipedia: CAPTCHA]]</ref> ;cookie :A small piece of data sent from a website and stored on the user's computer by the user's web browser while the user is browsing.<ref>[[Wikipedia: HTTP cookie]]</ref> ;favorite :See bookmark. ;Flash :A multimedia software platform developed by Adobe which used for production of animations, rich Internet applications, desktop applications, mobile applications and mobile games.<ref>[[Wikipedia: Adobe Flash]]</ref> ;history :The list of web pages a user has visited recently.<ref>[[Wikipedia: Web browsing history]]</ref> ;home page :The initial or main web page of a website or a browser.<ref>[[Wikipedia: Home page]]</ref> ;hyperlink :A reference to data that the reader can directly follow either by clicking, tapping, or hovering.<ref>[[Wikipedia: Hyperlink]]</ref> ;Java applet :A small application which is written in Java or another programming language that compiles to Java bytecode and delivered to users in the form of that bytecode.<ref>[[Wikipedia: Java applet]]</ref> ;mashup :A web page, or web application, that uses content from more than one source to create a single new service displayed in a single graphical interface.<ref>[[Wikipedia: Mashup (web application hybrid)]]</ref> ;plug-in :A software component that adds a specific feature to an existing computer program.<ref>[[Wikipedia: Plug-in (computing)]]</ref> ;pop-up ad :Online advertising using a new web browser window for display.<ref>[[Wikipedia: Pop-up ad]]</ref> ;proxy server :A computer system or an application that acts as an intermediary for requests from clients seeking resources from other servers.<ref>[[Wikipedia: Proxy server]]</ref> ;RSS :A type of web feed which allows users to access updates to online content in a standardized, computer-readable format.<ref>[[Wikipedia: RSS]]</ref> ;Silverlight :A deprecated application framework developed by Microsoft for writing and running rich Internet applications.<ref>[[Wikipedia: Microsoft Silverlight]]</ref> ;Uniform Resource Identifier (URI) :A string of characters used to identify a resource.<ref>[[Wikipedia: Uniform Resource Identifier]]</ref> ;Uniform Resource Locator (URL) :A reference to a web resource that specifies its location on a computer network and a mechanism for retrieving it.<ref>[[Wikipedia: URL]]</ref> ;web feed :A subscription-supporting data format used for providing users with frequently updated content.<ref>[[Wikipedia: Web feed]]</ref> == Assessments == * Flashcards: [https://quizlet.com/dj/648152511/web-browsers-flash-cards/ Quizlet: Web Browsers] * Quiz: [https://quizlet.com/648152511/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Web Browsers] == See Also == * [[Computer Skills/Basic/Internet]] * [[IC3/Internet Fundamentals]] * [https://www.webdesignerdepot.com/2020/02/6-best-browsers-for-developers-in-2020/amp/ Web Designer Depot: Best Browsers for Developers] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Web browsers]] [[Category:Completed resources]] jfdu35gwoeexavgpnbgqggj9dt7uoev 2814542 2814535 2026-06-08T12:12:07Z Cmiller1137 2395700 /* See Also */ 2814542 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google Chrome.svg|right|100px|Chrome logo]] [[File:Firefox logo, 2019.svg|right|100px|Firefox logo]] [[File:Opera 2015 icon.svg|right|100px|Opera logo]] A web browser (commonly referred to as a browser) is a software application for retrieving, presenting and traversing information resources on the World Wide Web.<ref>[[Wikipedia: Web browser]]</ref> This lesson introduces web browsers. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Identify the functions of Web browsers, and use them to access the World Wide Web and other computer resources. * Identify and configure user customization features in Web browsers, including preferences, caching, cookies. * Connect to and access the Internet ** Connect to Internet via existing Internet connection and confirm functionality ** Open Internet browser and set home page of personal choice by setting Internet options ** Ensure Internet browser software security ** Adjust display of the Internet browser to suit personal requirements ** Modify toolbar to meet user and Internet browser needs ** Access a particular website, note privacy and other conditions of use, and retrieve data ** Use socially responsible behaviour when sharing information on the Internet ** Enter uniform resource locator (URL) in address line of Internet browser * Access and use consumer specific sites on the Internet ** Identify, access and review information specific sites to gain consumer information ** Identify and use Internet application sites to lodge details and gain access and information ** Access and use online forms on the Internet * Undertake online transactions ** Access online transaction site ** Ensure security of transaction site ** Enter required information into fields on merchant's website ** Ensure pop-up dialog boxes, prompts or feedback mechanisms are completed ** Enter, check and make changes to preferred transaction options ** Complete online transaction ** Record and archive receipts according to business processes ** Close down and leave transaction process == Readings == # [[Wikipedia: Web browser]] # [[Wikipedia: Browser extension]] == Multimedia == # [https://www.youtube.com/watch?v=BrXPcaRlBqo YouTube: What is a browser?] # [https://www.youtube.com/watch?v=FxirRVJWUTs YouTube: Browser Basics] # [https://www.youtube.com/watch?v=ntmhwxCqHzI YouTube: Browsing in Chrome] # [https://www.youtube.com/watch?v=ZeuWjUp0PnQ YouTube: Getting Started with Firefox] # [https://www.youtube.com/watch?v=Xbl5qd3mfKc YouTube: Customizing Chrome] # [https://www.youtube.com/watch?v=94tAqUObEfc YouTube: Customize Firefox controls, buttons and toolbars] == Student Presentations == # [https://www.youtube.com/watch?v=Os49B_fMkrc YouTube: Chrome Features] == Activities == # Complete the following tutorials: #* [https://www.tutorialspoint.com/internet_technologies/web_browsers.htm TutorialsPoint: Web Browser] #* [https://www.learnfree.org/series/internet-tips LearnFree: Internet Tips] # Install multiple web browsers to compare the different programs: #* Brave #*# Review [https://brave.com/index/ Brave: Download and Install Brave] #*# Download and install Brave. #* Chrome #*# Review [https://support.google.com/chrome/answer/95346?co=GENIE.Platform%3DDesktop&hl=en-GB Google: Download and Install Google Chrome]. #*# Download and install Chrome. #* Edge #*# Review [https://www.microsoft.com/en-us/edge Microsoft: Download Microsoft Edge Web Browser] #*# Download and install Edge #* Firefox #*# Review [https://www.mozilla.org/en-US/firefox/products/ Mozilla: Firefox] #*# Download and install Firefox. #* Opera #*# Review [http://www.opera.com/ Opera: Browser] #*# Download and install Opera. # Practice using web browsers: #* All platforms: #*# Complete the tutorial ̺[https://www.learnfree.org/episode/internet-basics/?id=16422 LearnFree: Chrome] #*# Complete the tutorial [https://www.learnfree.org/episode/internet-basics/?id=16422 LearnFree: Edge] #*# Complete the tutorial [https://www.learnfree.org/episode/internet-basics/?id=16422 LearnFree: Firefox] #*# Complete the tutorial [https://help.opera.com/en/get-started/ Opera: Getting started with Opera] #* MacOS #*# Complete the tutorial [https://support.apple.com/guide/safari/get-started-ibrw6fde4ee8/mac Getting started with Safari on Mac] #* All #*# After completing the tutorials, search the Internet for tips on using your preferred web browser(s). # Configure browser settings. #* Brave #** Review available resources in the [https://brave.com/features/ Brave: Brave Help Center]. #** Check Brave settings and advanced settings and modify any settings that would improve your Internet experience. #* Chrome #** Review available resources in the [https://support.google.com/chrome Google: Chrome Help Center]. #** Check Chrome settings and advanced settings and modify any settings that would improve your Internet experience. #* Edge #** Review available resources under [https://support.microsoft.com/en-us/help/4027776/microsoft-edge-find-settings-tools-internet-options Edge: Settings and Tools]. #** Check Edge settings and modify any settings that would improve your Internet experience. #* Firefox #** Review available resources under [https://support.mozilla.org/en-US/products/firefox Mozilla: Firefox Help Topics]. #** Check Firefox preferences and modify any settings that would improve your Internet experience. #* Opera #** Review available resources under [http://www.opera.com/help/tutorials/personalize/ Opera: Personalize Opera]. #** Check Opera preference settings and modify and settings that would improve your Internet experience. #* Safari #** Review available resources under [https://support.apple.com/safari Apple: Safari Support]. #** Check Safari preferences and modify any settings that would improve your Internet experience. # Configure browser extensions and add-ons. #* Review [https://websitebuilders.com/how-to/learn-to-download/install-plug-in/ Websitebuilders: Installing Plug-ins] and [https://www.computerhope.com/issues/ch001411.htm ComputerHope: How to Disable or Remove Installed Extensions in Any Browser]. #* View add-ons installed in your browser(s). Disable any add-ons you don't use. #* Search the Internet for the most popular add-ons for your browser(s). Consider adding and testing a password manager, ad blocker, autoplay blocker, grammar checker, or other add-on. # Compare browser HTML5 compatibility. #* Review [https://www.html5accessibility.com/ HTML Accessibility]. Note the version numbers of the browsers being compared and how well those versions met the HTML5 standard. All browsers have made improvements since the comparisons were made, but the results can be an indicator of how important standards are to a given browser's development team. == Lesson Summary == * A web browser (commonly referred to as a browser) is a software application for retrieving, presenting and traversing information resources on the World Wide Web.<ref>[[Wikipedia: Web browser]]</ref> * The most popular web browsers are Google Chrome, Microsoft Edge (preceded by Internet Explorer), Firefox, Safari, and Opera.<ref>[[Wikipedia: Web browser]]</ref><ref>[https://www.netmarketshare.com/browser-market-share.aspx?qprid=2&qpcustomd=0 NetMarketShare: Browser market share]</ref> * The primary purpose of a web browser is to bring information resources to the user ("retrieval" or "fetching"), allowing them to view the information ("display", "rendering"), and then access other information ("navigation", "following links").<ref>[[Wikipedia: Web browser]]</ref> * The prefix of the URL, the Uniform Resource Identifier or URI, determines how the URL will be interpreted.<ref>[[Wikipedia: Web browser]]</ref> * The most commonly used kind of URI starts with http: and identifies a resource to be retrieved over the Hypertext Transfer Protocol (HTTP).<ref>[[Wikipedia: Web browser]]</ref> * Many browsers also support a variety of other prefixes, such as https: for HTTPS, ftp: for the File Transfer Protocol, and file: for local files.<ref>[[Wikipedia: Web browser]]</ref> * Prefixes that the web browser cannot directly handle are often handed off to another application entirely. For example, mailto: URIs are usually passed to the user's default e-mail application, and news: URIs are passed to the user's default newsgroup reader.<ref>[[Wikipedia: Web browser]]</ref> * HTML and associated content (image files, formatting information such as CSS, etc.) is passed to the browser's layout engine to be transformed from markup to an interactive document, a process known as "rendering".<ref>[[Wikipedia: Web browser]]</ref> * Most browsers can display images, audio, video, and XML files, and often have plug-ins to support Flash applications and Java applets.<ref>[[Wikipedia: Web browser]]</ref> * All major web browsers allow the user to open multiple information resources at the same time, either in different browser windows or in different tabs of the same window.<ref>[[Wikipedia: Web browser]]</ref> * Major browsers also include pop-up blockers to prevent unwanted windows from "popping up" without the user's consent.<ref>[[Wikipedia: Web browser]]</ref> * Most web browsers can display a list of web pages that the user has bookmarked so that the user can quickly return to them. Bookmarks are also called "Favorites" in Internet Explorer.<ref>[[Wikipedia: Web browser]]</ref> * In addition, all major web browsers have some form of built-in web feed aggregator.<ref>[[Wikipedia: Web browser]]</ref> * Most browsers can be extended via plug-ins, downloadable components that provide additional features.<ref>[[Wikipedia: Web browser]]</ref> * Most major web browsers have common user interface elements:<ref>[[Wikipedia: Web browser]]</ref> ** Back and forward buttons to go back to the previous resource and forward respectively. ** A refresh or reload button to reload the current resource. ** A stop button to cancel loading the resource. In some browsers, the stop button is merged with the reload button. ** A home button to return to the user's home page. ** An address bar to input the Uniform Resource Identifier (URI) of the desired resource and display it. ** A search bar to input terms into a web search engine. In some browsers, the search bar is merged with the address bar. ** A status bar to display progress in loading the resource and also the URI of links when the cursor hovers over them, and page zooming capability. ** The viewport, the visible area of the webpage within the browser window. ** The ability to view the HTML source for a page. ** An incremental find features to search within a web page. * A browser extension is a plug-in that extends the functionality of a web browser.<ref>[[Wikipedia: Browser extension]]</ref> * Many browsers have an online store that allows users to find extensions and see lists of popular extensions.<ref>[[Wikipedia: Browser extension]]</ref> * Browser extensions are used for improving a browser's user interface, security or accessibility, blocking advertisements, and various other features to make browsing the internet easier and more pleasant.<ref>[[Wikipedia: Browser extension]]</ref> * Browser extensions have access to everything done by the browser, and can do things like inject ads into web pages, or make "background" HTTP requests to third-party servers. As a result, a malicious browser extension may take action against the interest of the user that installed it.<ref>[[Wikipedia: Browser extension]]</ref> == Key Terms == ;aggregator :A web site or computer software that aggregates a specific type of information from multiple online sources.<ref>[[Wikipedia: Aggregator]]</ref> ;ActiveX :An early software framework developed by Microsoft to enhance browser functionality, which was supported only by x86-based computers using Internet Explorer.<ref>[[Wikipedia: ActiveX]]</ref> ;bookmark :A Uniform Resource Identifier (URI) that is stored for later retrieval in any of various storage formats.<ref>[[Wikipedia: Bookmark (World Wide Web)]]</ref> ;browser cache :An information technology for the temporary storage of web documents, such as HTML pages and images, to reduce bandwidth usage, server load, and perceived lag.<ref>[[Wikipedia: Web cache]]</ref> ;CAPTCHA :A type of challenge-response test used in computing to determine whether or not the user is human.<ref>[[Wikipedia: CAPTCHA]]</ref> ;cookie :A small piece of data sent from a website and stored on the user's computer by the user's web browser while the user is browsing.<ref>[[Wikipedia: HTTP cookie]]</ref> ;favorite :See bookmark. ;Flash :A multimedia software platform developed by Adobe which used for production of animations, rich Internet applications, desktop applications, mobile applications and mobile games.<ref>[[Wikipedia: Adobe Flash]]</ref> ;history :The list of web pages a user has visited recently.<ref>[[Wikipedia: Web browsing history]]</ref> ;home page :The initial or main web page of a website or a browser.<ref>[[Wikipedia: Home page]]</ref> ;hyperlink :A reference to data that the reader can directly follow either by clicking, tapping, or hovering.<ref>[[Wikipedia: Hyperlink]]</ref> ;Java applet :A small application which is written in Java or another programming language that compiles to Java bytecode and delivered to users in the form of that bytecode.<ref>[[Wikipedia: Java applet]]</ref> ;mashup :A web page, or web application, that uses content from more than one source to create a single new service displayed in a single graphical interface.<ref>[[Wikipedia: Mashup (web application hybrid)]]</ref> ;plug-in :A software component that adds a specific feature to an existing computer program.<ref>[[Wikipedia: Plug-in (computing)]]</ref> ;pop-up ad :Online advertising using a new web browser window for display.<ref>[[Wikipedia: Pop-up ad]]</ref> ;proxy server :A computer system or an application that acts as an intermediary for requests from clients seeking resources from other servers.<ref>[[Wikipedia: Proxy server]]</ref> ;RSS :A type of web feed which allows users to access updates to online content in a standardized, computer-readable format.<ref>[[Wikipedia: RSS]]</ref> ;Silverlight :A deprecated application framework developed by Microsoft for writing and running rich Internet applications.<ref>[[Wikipedia: Microsoft Silverlight]]</ref> ;Uniform Resource Identifier (URI) :A string of characters used to identify a resource.<ref>[[Wikipedia: Uniform Resource Identifier]]</ref> ;Uniform Resource Locator (URL) :A reference to a web resource that specifies its location on a computer network and a mechanism for retrieving it.<ref>[[Wikipedia: URL]]</ref> ;web feed :A subscription-supporting data format used for providing users with frequently updated content.<ref>[[Wikipedia: Web feed]]</ref> == Assessments == * Flashcards: [https://quizlet.com/dj/648152511/web-browsers-flash-cards/ Quizlet: Web Browsers] * Quiz: [https://quizlet.com/648152511/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Web Browsers] == See Also == * [[Computer Skills/Basic/Internet]] * [[IC3/Internet Fundamentals]] * [https://dev.to/vip3rousmango/battle-of-the-modern-browsers-14c3 Web Designer Depot: Best Browsers for Developers] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Web browsers]] [[Category:Completed resources]] 2nab09u0tgot85z7xbi09lase3vpuu7 0 216127 2814543 2598517 2026-06-08T12:14:11Z Cmiller1137 2395700 /* Activities */ 2814543 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Student Presentations == # [https://www.youtube.com/watch?v=DjwPjSDGQsg YouTube: Search Engines for Beginners] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] lbztoka99wemys9alodj8jf258ouxak 2814544 2814543 2026-06-08T12:15:59Z Cmiller1137 2395700 /* Student Presentations */ 2814544 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] quhl59k6v7mhlv56b130geqqkesye37 2814562 2814544 2026-06-08T13:37:48Z Cmiller1137 2395700 /* Activities */ 2814562 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] sfolf7r1047ab3ydezl3311uh9i8p2z 2814705 2814562 2026-06-08T22:18:28Z Cmiller1137 2395700 /* Activities */ 2814705 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] h23wvg46mw0o901xxxa8p3b1w2liu3u 2814841 2814705 2026-06-09T11:02:35Z Cmiller1137 2395700 /* Activities */ 2814841 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [̪[̪https://en.wikipedia.org/wiki/Environmental_impact_of_AI]] to view the environmental impact of AI. # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] 1dvxuwsfnljya4lbrs1kpc4b4yb9fg6 2814842 2814841 2026-06-09T11:04:43Z Cmiller1137 2395700 /* Activities */ 2814842 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [̪[̪Wikiversity Impact of AIː https://en.wikipedia.org/wiki/Environmental_impact_of_AI]] to view the environmental impact of AI. # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] s859eu3hpm0ju4cpy0hk7i2lk3n83w2 2814843 2814842 2026-06-09T11:05:42Z Cmiller1137 2395700 /* Activities */ 2814843 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [̪[̪https://en.wikipedia.org/wiki/Environmental_impact_of_AIː Wikiversity Impact of AI]] to view the environmental impact of AI. # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] tkyfaz2saxy4c36bkj9etcvwiaki7fa 2814844 2814843 2026-06-09T11:06:18Z Cmiller1137 2395700 /* Activities */ 2814844 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [̪https://en.wikipedia.org/wiki/Environmental_impact_of_AIː Wikiversity Impact of AI] to view the environmental impact of AI. # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] jhpab0k1fsxzldktcit62su0i6hm2mh 2814845 2814844 2026-06-09T11:08:01Z Cmiller1137 2395700 /* Activities */ 2814845 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [̪[̪Wikipediaː Wikiversity Impact of AI]] to view the environmental impact of AI. # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] syojo3m77oedfkuxu62d0jmyfer1fei 2814846 2814845 2026-06-09T11:10:06Z Cmiller1137 2395700 /* Activities */ 2814846 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [[Wikipedia: Mozilla Thunderbird]]. #* Review [̪[̪Wikipediaː Environmental impact of AI]] to view the environmental impact of AI. # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] ccrgrvgtz54q67w15plxzlmrag0b2tq 2814847 2814846 2026-06-09T11:11:21Z Cmiller1137 2395700 /* Activities */ 2814847 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [[Wikipedia: Mozilla Thunderbird]]. #* Review [̪[̪Wikipediaː Environmental impact of AI]]. to view the environmental impact of AI. # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] 2gb27f7z2p3cgeqbkauehcymmhtzrtm 2814848 2814847 2026-06-09T11:11:59Z Cmiller1137 2395700 /* Activities */ 2814848 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [[Wikipedia: Environmental impact of AI]]. #* Review [̪[̪Wikipediaː Environmental impact of AI]]. to view the environmental impact of AI. # Use the Internet Archive. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] 3joafg5exp8q6grz7s4npxqtjmf12op 2814849 2814848 2026-06-09T11:14:03Z Cmiller1137 2395700 /* Activities */ 2814849 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Google 2015 logo.svg|right|200px|Google logo]] [[File:Bing Fluent Logo Text.svg|right|200px|Bing logo]] [[File:Yahoo! (2019).svg|right|200px|Yahoo logo]] A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> This lesson introduces search engines. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use different types of Web search engines effectively. * Search the Internet ** Review organisational guidelines on Internet access ** Open Internet application and locate and access a search engine on the Internet, and define search expressions based on data required ** Enter appropriate key words into the search engine to locate desired information ** Refine a search depending on outcomes of original search ** Save search expression results and present them in a report according to information requirements ** Create a bookmark within the Internet browser or a link for the required web page for the key results ** Save key results in a bookmark folder ** Modify Internet browser options for printing and print a web page ** Close Internet browser * Conduct an advanced search ** Use search tools and advanced search features ** Use Boolean search techniques when required to enhance the search ** Use multiple or meta-search tools with a range of key words ** Use search engines particular to a field of knowledge to refine the outcome ** Access related virtual community sites and newsgroups, and note their objectives and operational arrangements ** Conduct a search with domain names to refine the search * Use information that has been located ** Cross reference information found by using several websites to determine accuracy of information ** Check date that website was last updated or properties of website to determine currency of information ** Determine website authority by looking at copyright statements, privacy statements and organisational information ** Save and print information found in different file forms == Readings == # [[Wikipedia: Web search engine]] # [[Wikipedia: Search engine optimization]] == Multimedia == # [https://www.youtube.com/watch?v=ADvI44Sap3g YouTube: Search Engines] # [https://www.youtube.com/watch?v=BNHR6IQJGZs YouTube: How Search Works] # [https://www.youtube.com/watch?v=7RlB1CJovTs YouTube: Basic Search Strategies] # [https://www.youtube.com/watch?v=cJpnu3D9f_Q YouTube: Google Advanced Search Tips] # [https://www.youtube.com/watch?v=Yj2YAg1ZRmg YouTube: How do I search Google effectively? Part I: Boolean Operators & Phrase Searching] # [https://www.youtube.com/watch?v=Odf81kzkYbM&index=6&list=PL0FC5A41371EB1427 YouTube: How do I effectively search Google? Part II: Domain Limit Searching] # [https://www.youtube.com/watch?v=hF515-0Tduk YouTube: What is Search Engine Optimization (SEO)] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/search-better LearnFree: Search Better] #* [https://www.tutorialspoint.com/internet_technologies/search_engines.htm TutorialsPoint: Search Engines] #* [https://www.learnfree.org/series/chatgpt-for-beginners-part-1 LearnFree: ChatGPT for Beginners] #* [https://www.learnfree.org/article/a-beginners-guide-to-seo-basics LearnFree: A Beginner’s Guide to SEO Basics] # Compare search engines. #* Search for <code>web search engine</code> using [http://google.com Google], [http://bing.com Bing], [http://yahoo.com Yahoo], and [http://ask.com Ask]. Compare the results from each search engine. Which search engine has the best user interface? Which search engine provides the most useful results? #* Using your preferred search engine, search for <code>search engine market share</code>. Which search engine has the highest market share? # Use search engines. #* Search using exact phrases. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for the exact phrase <code>"search engine" "market share"</code>. Compare the results of searching without quotes and with quotes. Does an exact phrase search return more accurate results for this search? #* Search a specific site. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search Wikiversity for information on search engines using <code>search engine site:wikiversity.org</code>. Compare the results with using Wikiversity's built in [[Special:Search]] page. Which search approach provides the most useful results? #* Use a Boolean search. Review [https://support.google.com/websearch/answer/2466433?hl=en Google: Search Operators]. Using your preferred search engine, search for information on search engines or SEO using <code>"search engine" or SEO</code>. Review the results and read any that interest you. #* Evaluate search results. Review [http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content Georgetown: Evaluating Internet Reources]. Based on these guidelines, identify which of the search results above were the most reliable or credible. # Learn about Search Engine Optimization (SEO): #* Add a web page to a search engine. Review [https://support.google.com/webmasters/answer/6259634?hl=en Google: Get your content on Google]. Practice by adding this Wikiversity page URL to Google Search. # Learn about Artificial Intelligence (AI) #* Review [https://youtu.be/4RixMPF4xis IBM Technologyː AI vs. Machine Language] to view the difference between machine learning and AI. #* Review [https://youtu.be/r4kButlDLUc IBM Technologyː Risks of Large Language Models] to view the shortcomings of large language models. #* Read [https://www.makeuseof.com/best-alternatives-chatgpt/ Tech Explainedː 9 Best Alternatives of ChatGPT] to identify alternatives to ChatGPT. #* Use [https://chat.openai.com/auth/login ChatGPTː Login]. Once you have an account, explore the capabilities of ChatGPT. #** To get to the playground: Log in. Scroll down the page to review the variety of examples. At the bottom of the page, click on "message ChatGPT" and enter a message to search. Create several queries to ChatGPT that interest you. #** Share one of your queries by posting the query and the ChatGPT response. #** Evaluate your experience with ChatGPT . #* Review [[Wikipedia: Environmental impact of AI]]. Read about the environmental impact of AI regarding the design, training, deployment and use of AI. #* Use the [https://archive.org/web/ Internet Archive Wayback Machine] to view historical web page versions, including those that are no longer available on the primary site. For example, versions of the [https://web.archive.org/web/*/http://en.wikiversity.org Wikiversity home page] are available going back to 2005. #* Review [https://blog.archive.org/2017/01/25/see-something-save-something/ Archive.org: If You See Something, Save Something]. Add a page URL to the Internet Archive. # Cite a web page. #* Use [[Special:CiteThisPage]] to cite a Wikiversity web page. For example, this page's citation information is at [[Special:CiteThisPage/{{FULLPAGENAME}}]]. Compare the different citation formats available. Do all formats include the same information? == Lesson Summary == * A web search engine is a software system that is designed to search for information on the World Wide Web.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines maintain real-time information by running an algorithm on a web crawler.<ref>[[Wikipedia: Web search engine]]</ref> * Web search engines get their information by web crawling from site to site.<ref>[[Wikipedia: Web search engine]]</ref> * Indexing means associating words and other definable tokens found on web pages to their domain names and HTML-based fields.<ref>[[Wikipedia: Web search engine]]</ref> * Beyond simple keyword lookups, search engines offer their own GUI- or command-driven operators and search parameters to refine the search results.<ref>[[Wikipedia: Web search engine]]</ref> * Most search engines support the use of the boolean operators AND, OR and NOT to help end users refine the search query.<ref>[[Wikipedia: Web search engine]]</ref> * The usefulness of a search engine depends on the relevance of the result set it gives back.<ref>[[Wikipedia: Web search engine]]</ref> * Most Web search engines are commercial ventures supported by advertising revenue and thus some of them allow advertisers to have their listings ranked higher in search results for a fee.<ref>[[Wikipedia: Web search engine]]</ref> * Search engines that do not accept money for their search results make money by running search related ads alongside the regular search engine results.<ref>[[Wikipedia: Web search engine]]</ref> * The most popular search engines are Google, Bing, Baidu, and Yahoo!<ref>[[Wikipedia: Web search engine]]</ref> * Many search engines such as Google and Bing provide customized results based on the user's activity history.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine submission is a process in which a webmaster submits a website directly to a search engine.<ref>[[Wikipedia: Web search engine]]</ref> * Web sites or web pages should be submitted to a search engine to add an entirely new web site without waiting for a search engine to discover it, and to have a web site's record updated after a substantial redesign.<ref>[[Wikipedia: Web search engine]]</ref> * Search engine optimization (SEO) is the process of affecting the visibility of a website or a web page in a web search engine's unpaid results—often referred to as "natural", "organic", or "earned" results.<ref>[[Wikipedia: Search engine optimization]]</ref> * AI is a field of computer science that focuses on creating machines that can work and learn like human.<ref>[[Artificial intelligence]]</ref> == Key Terms == ;Boolean operator :A symbol or word used to connect two or more search terms in a grammatically valid way, such that the value of the compound sentence produced depends only on that of the original terms and on the meaning of the operator. Common search Boolean operators include AND, OR, and NOT.<ref>[[Wikipedia: Logical connective]]</ref> ;cache :A hardware or software component that stores data so future requests for that data can be served faster.<ref>[[Wikipedia: Cache (computing)]]</ref> ;data mining :The computing process of discovering patterns in large data sets involving methods at the intersection of machine learning, statistics, and database systems<ref>[[Wikipedia: Data mining]]</ref> ;filter bubble :A separation of users from information that disagrees with their viewpoints, resulting from personalized searches based on information about the user such as location, past click-behavior and search history.<ref>[[Wikipedia: Filter bubble]]</ref> ;index :A list of words or phrases and associated pointers to where useful material relating to that word or phrase can be found in a document or collection of documents.<ref>[[Wikipedia: Index (publishing)]]</ref> ;keyword :A term that captures the essence of the topic of a document.<ref>[[Wikipedia: Index term]]</ref> ;link rot :The process by which hyperlinks on individual websites or the Internet in general point to web pages, servers or other resources that have become permanently unavailable.<ref>[[Wikipedia: Link rot]]</ref> ;machine learning ːMachine learning is a scientific discipline that is concerned with the design and development of algorithms that allow computers to evolve behaviors based on empirical data, such as from sensor data or databases.<ref>[[Machine learning]]</ref> ;meta tag :Tags used in HTML and XHTML documents to provide structured metadata about a Web page.<ref>[[Wikipedia: Meta tag]]</ref> ;metadata :Data [information] that provides information about other data.<ref>[[Wikipedia: Metadata]]</ref> ;proximity :A numerical description of how far apart objects are.<ref>[[Wikipedia: Proximity]]</ref> ;query :A request that a user enters into a web search engine to satisfy his or her information needs.<ref>[[Wikipedia: Web search query]]</ref> ;rank :A relationship between a set of items such that, for any two items, the first is either 'higher than', 'lower than' or 'equal to' the second.<ref>[[Wikipedia: Ranking]]</ref> ;relevance :The concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.<ref>[[Wikipedia: Relevance]]</ref> ;robots.txt :A standard used by websites to communicate with web crawlers and other web robots.<ref>[[Wikipedia: Robots exclusion standard]]</ref> ;Search Engine Optimization (SEO) :The process of affecting the visibility of a website or a web page in a web search engine's unpaid results.<ref>[[Wikipedia: Search engine optimization]]</ref> ;site map :A list of pages of a web site accessible to crawlers or users.<ref>[[Wikipedia: Site map]]</ref> ;web crawler :An Internet bot that systematically browses the World Wide Web, typically for the purpose of Web indexing.<ref>[[Wikipedia: Web crawler]]</ref> ;web directory :An online list or catalog of websites, most often built manually by human editors.<ref>[[Wikipedia: Web directory]]</ref> ;web robot :A software application that runs automated tasks (scripts) over the Internet.<ref>[[Wikipedia: Internet bot]]</ref> ;weighting :Emphasizing the contribution of some aspects of a phenomenon (or of a set of data) to a final effect or result.<ref>[[Wikipedia: Weighting]]</ref> == Assessments == * Flashcards: [https://quizlet.com/160264420/search-engines-flash-cards/ Quizlet: Search Engines] * Quiz: [https://quizlet.com/160264420/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Search Engines] == See Also == * [[Search Engines]] * [https://www.lifewire.com/boolean-search-terms-google-1616810 Lifewire: How to Do a Boolean Search in Google] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Search engines]] [[Category:Completed resources]] t9mdz4noo8c1pawv4lcydb6pu02vg7v 0 216128 2814546 2625677 2026-06-08T12:17:40Z Cmiller1137 2395700 /* Student Presentations */ 2814546 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Gmail icon (2020).svg|right|100px|Gmail]] [[File:Mail (iOS).svg|right|100px|iOS Mail]] [[File:Thunderbird 2023 icon.svg|right|100px|Mozilla Thunderbird]] Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> This lesson introduces email. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use e-mail clients to send simple messages and files to other Internet users. * Use email for communications ** Open email application package, create new email message and add addressees ** Compose text of an email message according to organisational guidelines, and spell check and edit text as required ** Create and add an automatic signature for the user ** Attach files to email message where required ** Determine and set priority and send email message ** Reply to and forward a received message using available features ** Open and save an attachment to the relevant folder ** Search for, sort and save email message using available settings ** Adjust email accounts to restrict and quarantine possible email security problems ** Print email message as required == Readings == # [[Wikipedia: Email]] # [[Wikipedia: Webmail]] # [[Wikipedia: Email client]] # [[Wikipedia: Electronic mailing list]] == Multimedia == # [https://www.youtube.com/watch?v=2eH0JbEE-6k YouTube: Gmail: Sending Email]. # [http://www.youtube.com/watch?v=AH0BGLfQ9SM YouTube: Gmail: Responding to Email with Gmail]. # [https://www.youtube.com/watch?v=x28ciavQ4mI YouTube: How Email Works] # [https://www.youtube.com/watch?v=3vcLyvoKYZc YouTube: How to know if an email is real] == Activities == # Complete the following tutorials: #* [https://edu.gcfglobal.org/en/email101/ GCF Global: Email Basics] #* [https://www.tutorialspoint.com/internet_technologies/e_mail_overview.htm TutorialsPoint: E-mail Overview] # Send, receive, and respond to email. #* If you don't already have an email account, consider signing up for a Google Gmail, Microsoft Outlook, or Yahoo! Mail account. #* Complete the [https://edu.gcfglobal.org/en/gmail/sending-email/1/ GCF Global: Gmail: Sending Email] tutorial. #* Use your email account to send an email message. #* Reply to an email message you receive from someone else. # Use an email client program. #* Review [[Wikipedia: Mozilla Thunderbird]]. #* Review [https://www.youtube.com/watch?v=0eg0ESkv2Sk InMotion: How to Setup your Email Account in Thunderbird]. #* Download and install [https://www.mozilla.org/thunderbird/ Mozilla: Thunderbird]. #* Complete the tutorial [https://www.hostinger.com/tutorials/thunderbird-email-setup Thunderbirdː Email Setup] #* Configure Thunderbird to connect to your email account. #* Use Thunderbird to send and receive email. # View email message headers. #* Review [[Wikipedia: Email spoofing]]. #* Review [https://support.google.com/mail/answer/22454?hl=en Google: Message headers] or [https://www.lifewire.com/view-source-of-message-thunderbird-1173188 Livewire: How to View the Source of a Message in Mozilla Thunderbird] to learn how to view email headers in your webmail service or email client. #* Follow the instructions to view message headers for a message you received. Verify that the message was sent by the displayed <code>From:</code> address rather than being spoofed. # Use Internet mailing lists. #* Research popular Internet mailing lists. Consider signing up for any that interest you. #* Research bulk email restrictions and identify appropriate ways to send bulk email messages. == Lesson Summary == * Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> * Today's email systems are based on a store-and-forward model. Email servers accept, forward, deliver, and store messages.<ref>[[Wikipedia: Email]]</ref> * Multipurpose Internet Mail Extensions (MIME) carry text in other character sets and support multimedia content attachments.<ref>[[Wikipedia: Email]]</ref> * The typical sequence of events in transmitting a message is:<ref>[[Wikipedia: Email]]</ref> *# A mail user agent (email program) sends the message to its outbound mail server using SMTP. *# The mail server determines the destination mail server based on the domain name of the email address and corresponding DNS MX record. *# The mail server sends the message to the destination mail server using SMTP. *# The destination mail server delivers the message to the recipient's mailbox. *# The recipient's mail user agent retrieves the message from the server using either POP or IMAP. * Message headers include fields for <code>Date:</code>, <code>From:</code>, <code>To:</code>, <code>Subject:</code>, <code>Cc:</code>, and <code>Bcc:</code>.<ref>[[Wikipedia: Email]]</ref> * Most modern graphic email clients allow the use of either plain text or HTML for the message body at the option of the user.<ref>[[Wikipedia: Email]]</ref> * Messages are exchanged between hosts using the Simple Mail Transfer Protocol with software programs called mail transfer agents (MTAs); and delivered to a mail store by programs called mail delivery agents (MDAs).<ref>[[Wikipedia: Email]]</ref> * Accepting a message obliges an MTA to deliver it, and when a message cannot be delivered, that MTA must send a bounce message back to the sender, indicating the problem.<ref>[[Wikipedia: Email]]</ref> * Users can retrieve their messages from servers using standard protocols such as POP or IMAP, or with a proprietary protocol specific to Novell Groupwise, Lotus Notes, or Microsoft Exchange Servers.<ref>[[Wikipedia: Email]]</ref> * Programs used by users for retrieving, reading, and managing email are called mail user agents (MUAs).<ref>[[Wikipedia: Email]]</ref> * Mail can be stored on the client, on the server side, or in both places.<ref>[[Wikipedia: Email]]</ref> * Many current email users do not run MTA, MDA or MUA programs themselves, but use a web-based email platform instead.<ref>[[Wikipedia: Email]]</ref> * A URL beginning with <code>mailto:</code> may be used to create a hyperlink to an email address, such as:<br>&nbsp;&nbsp;&nbsp;&nbsp;<code>mailto:recipient@example.com?subject=Email%20Example</code><ref>[[Wikipedia: Email]]</ref> * The Post Office Protocol 3 (POP3) is a mail access protocol used by a client application to read messages from the mail server. Received messages are often deleted from the server.<ref>[[Wikipedia: Email]]</ref> * The Internet Message Access Protocol (IMAP) provides features to manage a mailbox from multiple devices. IMAP shows the headers of messages, the sender and the subject and the device needs to request to download specific messages. Usually mail is left in folders on the mail server.<ref>[[Wikipedia: Email]]</ref> * An electronic mailing list or email list is a special use of email that allows for widespread distribution of information to many Internet users.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing lists usually are fully or partially automated through the use of special mailing list software and a reflector address set up on a server capable of receiving email.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Incoming messages sent to the reflector address are processed by the software, and, depending on their content, are acted upon internally (in the case of messages containing commands directed at the software itself) or are distributed to all email addresses subscribed to the mailing list.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing list servers may be set to forward messages to subscribers of a particular mailing list either individually as they are received by the list server, or in digest form in which all messages received on a particular day by the list server are combined into one email that is sent once per day to subscribers.<ref>[[Wikipedia: Electronic mailing list]]</ref> == Key Terms == ;attachment :A computer file sent along with an email message.<ref>[[Wikipedia: Email attachment]]</ref> ;BCC :Allows the sender of a message to conceal the person entered in the BCC field from the other recipients.<ref>[[Wikipedia: Blind carbon copy]]</ref> ;CC :Indicates those who are to receive a copy of a message addressed primarily to another recipient.<ref>[[Wikipedia: Carbon copy]]</ref> ;Internet Message Access Protocol (IMAP) :An Internet standard protocol used by e-mail clients to retrieve e-mail messages from a mail server.<ref>[[Wikipedia: Internet Message Access Protocol]]</ref> ;Mail Delivery Agent (MDA) :A computer software component that is responsible for the delivery of e-mail messages to a local recipient's mailbox.<ref>[[Wikipedia: Mail delivery agent]]</ref> ;Mail Transfer Agent (MTA) :Software that transfers electronic mail messages from one computer to another using a client–server application architecture.<ref>[[Wikipedia: Message transfer agent]]</ref> ;Mail User Agent (MUA) :A computer program used to access and manage a user's email.<ref>[[Wikipedia: Email client]]</ref> ;Multipurpose Internet Mail Extensions (MIME) :An Internet standard that extends the format of email to support attachments and non-ASCII character sets.<ref>[[Wikipedia: MIME]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;open relay :An SMTP server configured in such a way that it allows anyone on the Internet to send e-mail through it, not just mail destined to or originating from known users.<ref>[[Wikipedia: Open mail relay]]</ref> ;opt-in email :Describes when someone is given the option to receive email, typically for some sort of mailing list, newsletter, or advertising.<ref>[[Wikipedia: Opt-in email]]</ref> ;Personal Information Management (PIM) :The activities people perform in order to acquire, organize, maintain, retrieve and use personal information items.<ref>[[Wikipedia: Personal information management]]</ref> ;Post Office Protocol (POP) :An application-layer Internet standard protocol used by local e-mail clients to retrieve e-mail from a remote server over a TCP/IP connection.<ref>[[Wikipedia: Post Office Protocol]]</ref> ;Pretty Good Privacy (PGP) :A program used for signing, encrypting, and decrypting e-mail messages and to increase the security of e-mail communications. <ref>[[Wikipedia: Pretty Good Privacy]]</ref> ;Secure MIME (S/MIME) :A standard for public key encryption and signing of MIME data.<ref>[[Wikipedia: S/MIME]]</ref> ;Simple Mail Transfer Protocol (SMTP) :An Internet standard for electronic mail (email) transmission.<ref>[[Wikipedia: Simple Mail Transfer Protocol]]</ref> ;snail mail :Refers to letters and missives carried by conventional postal delivery services.<ref>[[Wikipedia: Snail mail]]</ref> ;spam :The use of electronic messaging systems to send an unsolicited message.<ref>[[Wikipedia: Spamming]]</ref> ;spam filter :Processing of email to organize or block it according to specified criteria.<ref>[[Wikipedia: Email filtering]]</ref> == Assessments == * Flashcards: [https://quizlet.com/284345574/ciw-iba-lesson-7-flash-cards/ Quizlet: CIW IBA Lesson 7] * Quiz: [https://quizlet.com/265452998/test?answerTermSides=4&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: CIW IBA Lesson 7] == See Also == * [[Email]] * [[Computer Skills/Basic/Email]] * [[Computer Skills/Intermediate/Email]] * [[Web 2.0 for Professional Use/E-Mail]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Email]] [[Category:Completed resources]] pnj6muxlxvjpjyvbhjztfsx0onxmd9n 2814547 2814546 2026-06-08T12:23:52Z Cmiller1137 2395700 /* Activities */ 2814547 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Gmail icon (2020).svg|right|100px|Gmail]] [[File:Mail (iOS).svg|right|100px|iOS Mail]] [[File:Thunderbird 2023 icon.svg|right|100px|Mozilla Thunderbird]] Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> This lesson introduces email. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use e-mail clients to send simple messages and files to other Internet users. * Use email for communications ** Open email application package, create new email message and add addressees ** Compose text of an email message according to organisational guidelines, and spell check and edit text as required ** Create and add an automatic signature for the user ** Attach files to email message where required ** Determine and set priority and send email message ** Reply to and forward a received message using available features ** Open and save an attachment to the relevant folder ** Search for, sort and save email message using available settings ** Adjust email accounts to restrict and quarantine possible email security problems ** Print email message as required == Readings == # [[Wikipedia: Email]] # [[Wikipedia: Webmail]] # [[Wikipedia: Email client]] # [[Wikipedia: Electronic mailing list]] == Multimedia == # [https://www.youtube.com/watch?v=2eH0JbEE-6k YouTube: Gmail: Sending Email]. # [http://www.youtube.com/watch?v=AH0BGLfQ9SM YouTube: Gmail: Responding to Email with Gmail]. # [https://www.youtube.com/watch?v=x28ciavQ4mI YouTube: How Email Works] # [https://www.youtube.com/watch?v=3vcLyvoKYZc YouTube: How to know if an email is real] == Activities == # Complete the following tutorials: #* [https://www.poplarbluff.org/classes/eml_pkt.pdf GCF Global: Email Basics] #* [https://www.tutorialspoint.com/internet_technologies/e_mail_overview.htm TutorialsPoint: E-mail Overview] # Send, receive, and respond to email. #* If you don't already have an email account, consider signing up for a Google Gmail, Microsoft Outlook, or Yahoo! Mail account. #* Complete the [https://edu.gcfglobal.org/en/gmail/sending-email/1/ GCF Global: Gmail: Sending Email] tutorial. #* Use your email account to send an email message. #* Reply to an email message you receive from someone else. # Use an email client program. #* Review [[Wikipedia: Mozilla Thunderbird]]. #* Review [https://www.youtube.com/watch?v=0eg0ESkv2Sk InMotion: How to Setup your Email Account in Thunderbird]. #* Download and install [https://www.mozilla.org/thunderbird/ Mozilla: Thunderbird]. #* Complete the tutorial [https://www.hostinger.com/tutorials/thunderbird-email-setup Thunderbirdː Email Setup] #* Configure Thunderbird to connect to your email account. #* Use Thunderbird to send and receive email. # View email message headers. #* Review [[Wikipedia: Email spoofing]]. #* Review [https://support.google.com/mail/answer/22454?hl=en Google: Message headers] or [https://www.lifewire.com/view-source-of-message-thunderbird-1173188 Livewire: How to View the Source of a Message in Mozilla Thunderbird] to learn how to view email headers in your webmail service or email client. #* Follow the instructions to view message headers for a message you received. Verify that the message was sent by the displayed <code>From:</code> address rather than being spoofed. # Use Internet mailing lists. #* Research popular Internet mailing lists. Consider signing up for any that interest you. #* Research bulk email restrictions and identify appropriate ways to send bulk email messages. == Lesson Summary == * Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> * Today's email systems are based on a store-and-forward model. Email servers accept, forward, deliver, and store messages.<ref>[[Wikipedia: Email]]</ref> * Multipurpose Internet Mail Extensions (MIME) carry text in other character sets and support multimedia content attachments.<ref>[[Wikipedia: Email]]</ref> * The typical sequence of events in transmitting a message is:<ref>[[Wikipedia: Email]]</ref> *# A mail user agent (email program) sends the message to its outbound mail server using SMTP. *# The mail server determines the destination mail server based on the domain name of the email address and corresponding DNS MX record. *# The mail server sends the message to the destination mail server using SMTP. *# The destination mail server delivers the message to the recipient's mailbox. *# The recipient's mail user agent retrieves the message from the server using either POP or IMAP. * Message headers include fields for <code>Date:</code>, <code>From:</code>, <code>To:</code>, <code>Subject:</code>, <code>Cc:</code>, and <code>Bcc:</code>.<ref>[[Wikipedia: Email]]</ref> * Most modern graphic email clients allow the use of either plain text or HTML for the message body at the option of the user.<ref>[[Wikipedia: Email]]</ref> * Messages are exchanged between hosts using the Simple Mail Transfer Protocol with software programs called mail transfer agents (MTAs); and delivered to a mail store by programs called mail delivery agents (MDAs).<ref>[[Wikipedia: Email]]</ref> * Accepting a message obliges an MTA to deliver it, and when a message cannot be delivered, that MTA must send a bounce message back to the sender, indicating the problem.<ref>[[Wikipedia: Email]]</ref> * Users can retrieve their messages from servers using standard protocols such as POP or IMAP, or with a proprietary protocol specific to Novell Groupwise, Lotus Notes, or Microsoft Exchange Servers.<ref>[[Wikipedia: Email]]</ref> * Programs used by users for retrieving, reading, and managing email are called mail user agents (MUAs).<ref>[[Wikipedia: Email]]</ref> * Mail can be stored on the client, on the server side, or in both places.<ref>[[Wikipedia: Email]]</ref> * Many current email users do not run MTA, MDA or MUA programs themselves, but use a web-based email platform instead.<ref>[[Wikipedia: Email]]</ref> * A URL beginning with <code>mailto:</code> may be used to create a hyperlink to an email address, such as:<br>&nbsp;&nbsp;&nbsp;&nbsp;<code>mailto:recipient@example.com?subject=Email%20Example</code><ref>[[Wikipedia: Email]]</ref> * The Post Office Protocol 3 (POP3) is a mail access protocol used by a client application to read messages from the mail server. Received messages are often deleted from the server.<ref>[[Wikipedia: Email]]</ref> * The Internet Message Access Protocol (IMAP) provides features to manage a mailbox from multiple devices. IMAP shows the headers of messages, the sender and the subject and the device needs to request to download specific messages. Usually mail is left in folders on the mail server.<ref>[[Wikipedia: Email]]</ref> * An electronic mailing list or email list is a special use of email that allows for widespread distribution of information to many Internet users.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing lists usually are fully or partially automated through the use of special mailing list software and a reflector address set up on a server capable of receiving email.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Incoming messages sent to the reflector address are processed by the software, and, depending on their content, are acted upon internally (in the case of messages containing commands directed at the software itself) or are distributed to all email addresses subscribed to the mailing list.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing list servers may be set to forward messages to subscribers of a particular mailing list either individually as they are received by the list server, or in digest form in which all messages received on a particular day by the list server are combined into one email that is sent once per day to subscribers.<ref>[[Wikipedia: Electronic mailing list]]</ref> == Key Terms == ;attachment :A computer file sent along with an email message.<ref>[[Wikipedia: Email attachment]]</ref> ;BCC :Allows the sender of a message to conceal the person entered in the BCC field from the other recipients.<ref>[[Wikipedia: Blind carbon copy]]</ref> ;CC :Indicates those who are to receive a copy of a message addressed primarily to another recipient.<ref>[[Wikipedia: Carbon copy]]</ref> ;Internet Message Access Protocol (IMAP) :An Internet standard protocol used by e-mail clients to retrieve e-mail messages from a mail server.<ref>[[Wikipedia: Internet Message Access Protocol]]</ref> ;Mail Delivery Agent (MDA) :A computer software component that is responsible for the delivery of e-mail messages to a local recipient's mailbox.<ref>[[Wikipedia: Mail delivery agent]]</ref> ;Mail Transfer Agent (MTA) :Software that transfers electronic mail messages from one computer to another using a client–server application architecture.<ref>[[Wikipedia: Message transfer agent]]</ref> ;Mail User Agent (MUA) :A computer program used to access and manage a user's email.<ref>[[Wikipedia: Email client]]</ref> ;Multipurpose Internet Mail Extensions (MIME) :An Internet standard that extends the format of email to support attachments and non-ASCII character sets.<ref>[[Wikipedia: MIME]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;open relay :An SMTP server configured in such a way that it allows anyone on the Internet to send e-mail through it, not just mail destined to or originating from known users.<ref>[[Wikipedia: Open mail relay]]</ref> ;opt-in email :Describes when someone is given the option to receive email, typically for some sort of mailing list, newsletter, or advertising.<ref>[[Wikipedia: Opt-in email]]</ref> ;Personal Information Management (PIM) :The activities people perform in order to acquire, organize, maintain, retrieve and use personal information items.<ref>[[Wikipedia: Personal information management]]</ref> ;Post Office Protocol (POP) :An application-layer Internet standard protocol used by local e-mail clients to retrieve e-mail from a remote server over a TCP/IP connection.<ref>[[Wikipedia: Post Office Protocol]]</ref> ;Pretty Good Privacy (PGP) :A program used for signing, encrypting, and decrypting e-mail messages and to increase the security of e-mail communications. <ref>[[Wikipedia: Pretty Good Privacy]]</ref> ;Secure MIME (S/MIME) :A standard for public key encryption and signing of MIME data.<ref>[[Wikipedia: S/MIME]]</ref> ;Simple Mail Transfer Protocol (SMTP) :An Internet standard for electronic mail (email) transmission.<ref>[[Wikipedia: Simple Mail Transfer Protocol]]</ref> ;snail mail :Refers to letters and missives carried by conventional postal delivery services.<ref>[[Wikipedia: Snail mail]]</ref> ;spam :The use of electronic messaging systems to send an unsolicited message.<ref>[[Wikipedia: Spamming]]</ref> ;spam filter :Processing of email to organize or block it according to specified criteria.<ref>[[Wikipedia: Email filtering]]</ref> == Assessments == * Flashcards: [https://quizlet.com/284345574/ciw-iba-lesson-7-flash-cards/ Quizlet: CIW IBA Lesson 7] * Quiz: [https://quizlet.com/265452998/test?answerTermSides=4&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: CIW IBA Lesson 7] == See Also == * [[Email]] * [[Computer Skills/Basic/Email]] * [[Computer Skills/Intermediate/Email]] * [[Web 2.0 for Professional Use/E-Mail]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Email]] [[Category:Completed resources]] 7c7rxsd5uss0o9qfwojqaglerjtqrka 2814548 2814547 2026-06-08T12:25:32Z Cmiller1137 2395700 /* Activities */ 2814548 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Gmail icon (2020).svg|right|100px|Gmail]] [[File:Mail (iOS).svg|right|100px|iOS Mail]] [[File:Thunderbird 2023 icon.svg|right|100px|Mozilla Thunderbird]] Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> This lesson introduces email. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use e-mail clients to send simple messages and files to other Internet users. * Use email for communications ** Open email application package, create new email message and add addressees ** Compose text of an email message according to organisational guidelines, and spell check and edit text as required ** Create and add an automatic signature for the user ** Attach files to email message where required ** Determine and set priority and send email message ** Reply to and forward a received message using available features ** Open and save an attachment to the relevant folder ** Search for, sort and save email message using available settings ** Adjust email accounts to restrict and quarantine possible email security problems ** Print email message as required == Readings == # [[Wikipedia: Email]] # [[Wikipedia: Webmail]] # [[Wikipedia: Email client]] # [[Wikipedia: Electronic mailing list]] == Multimedia == # [https://www.youtube.com/watch?v=2eH0JbEE-6k YouTube: Gmail: Sending Email]. # [http://www.youtube.com/watch?v=AH0BGLfQ9SM YouTube: Gmail: Responding to Email with Gmail]. # [https://www.youtube.com/watch?v=x28ciavQ4mI YouTube: How Email Works] # [https://www.youtube.com/watch?v=3vcLyvoKYZc YouTube: How to know if an email is real] == Activities == # Complete the following tutorials: #* [https://www.poplarbluff.org/classes/eml_pkt.pdf GCF Global: Email Basics] #* [https://www.tutorialspoint.com/internet_technologies/e_mail_overview.htm TutorialsPoint: E-mail Overview] # Send, receive, and respond to email. #* If you don't already have an email account, consider signing up for a Google Gmail, Microsoft Outlook, or Yahoo! Mail account. #* Complete the [https://www.learnfree.org/episode/gmail/?id=15465 GCF Global: Gmail: Sending Email] tutorial. #* Use your email account to send an email message. #* Reply to an email message you receive from someone else. # Use an email client program. #* Review [[Wikipedia: Mozilla Thunderbird]]. #* Review [https://www.youtube.com/watch?v=0eg0ESkv2Sk InMotion: How to Setup your Email Account in Thunderbird]. #* Download and install [https://www.mozilla.org/thunderbird/ Mozilla: Thunderbird]. #* Complete the tutorial [https://www.hostinger.com/tutorials/thunderbird-email-setup Thunderbirdː Email Setup] #* Configure Thunderbird to connect to your email account. #* Use Thunderbird to send and receive email. # View email message headers. #* Review [[Wikipedia: Email spoofing]]. #* Review [https://support.google.com/mail/answer/22454?hl=en Google: Message headers] or [https://www.lifewire.com/view-source-of-message-thunderbird-1173188 Livewire: How to View the Source of a Message in Mozilla Thunderbird] to learn how to view email headers in your webmail service or email client. #* Follow the instructions to view message headers for a message you received. Verify that the message was sent by the displayed <code>From:</code> address rather than being spoofed. # Use Internet mailing lists. #* Research popular Internet mailing lists. Consider signing up for any that interest you. #* Research bulk email restrictions and identify appropriate ways to send bulk email messages. == Lesson Summary == * Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> * Today's email systems are based on a store-and-forward model. Email servers accept, forward, deliver, and store messages.<ref>[[Wikipedia: Email]]</ref> * Multipurpose Internet Mail Extensions (MIME) carry text in other character sets and support multimedia content attachments.<ref>[[Wikipedia: Email]]</ref> * The typical sequence of events in transmitting a message is:<ref>[[Wikipedia: Email]]</ref> *# A mail user agent (email program) sends the message to its outbound mail server using SMTP. *# The mail server determines the destination mail server based on the domain name of the email address and corresponding DNS MX record. *# The mail server sends the message to the destination mail server using SMTP. *# The destination mail server delivers the message to the recipient's mailbox. *# The recipient's mail user agent retrieves the message from the server using either POP or IMAP. * Message headers include fields for <code>Date:</code>, <code>From:</code>, <code>To:</code>, <code>Subject:</code>, <code>Cc:</code>, and <code>Bcc:</code>.<ref>[[Wikipedia: Email]]</ref> * Most modern graphic email clients allow the use of either plain text or HTML for the message body at the option of the user.<ref>[[Wikipedia: Email]]</ref> * Messages are exchanged between hosts using the Simple Mail Transfer Protocol with software programs called mail transfer agents (MTAs); and delivered to a mail store by programs called mail delivery agents (MDAs).<ref>[[Wikipedia: Email]]</ref> * Accepting a message obliges an MTA to deliver it, and when a message cannot be delivered, that MTA must send a bounce message back to the sender, indicating the problem.<ref>[[Wikipedia: Email]]</ref> * Users can retrieve their messages from servers using standard protocols such as POP or IMAP, or with a proprietary protocol specific to Novell Groupwise, Lotus Notes, or Microsoft Exchange Servers.<ref>[[Wikipedia: Email]]</ref> * Programs used by users for retrieving, reading, and managing email are called mail user agents (MUAs).<ref>[[Wikipedia: Email]]</ref> * Mail can be stored on the client, on the server side, or in both places.<ref>[[Wikipedia: Email]]</ref> * Many current email users do not run MTA, MDA or MUA programs themselves, but use a web-based email platform instead.<ref>[[Wikipedia: Email]]</ref> * A URL beginning with <code>mailto:</code> may be used to create a hyperlink to an email address, such as:<br>&nbsp;&nbsp;&nbsp;&nbsp;<code>mailto:recipient@example.com?subject=Email%20Example</code><ref>[[Wikipedia: Email]]</ref> * The Post Office Protocol 3 (POP3) is a mail access protocol used by a client application to read messages from the mail server. Received messages are often deleted from the server.<ref>[[Wikipedia: Email]]</ref> * The Internet Message Access Protocol (IMAP) provides features to manage a mailbox from multiple devices. IMAP shows the headers of messages, the sender and the subject and the device needs to request to download specific messages. Usually mail is left in folders on the mail server.<ref>[[Wikipedia: Email]]</ref> * An electronic mailing list or email list is a special use of email that allows for widespread distribution of information to many Internet users.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing lists usually are fully or partially automated through the use of special mailing list software and a reflector address set up on a server capable of receiving email.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Incoming messages sent to the reflector address are processed by the software, and, depending on their content, are acted upon internally (in the case of messages containing commands directed at the software itself) or are distributed to all email addresses subscribed to the mailing list.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing list servers may be set to forward messages to subscribers of a particular mailing list either individually as they are received by the list server, or in digest form in which all messages received on a particular day by the list server are combined into one email that is sent once per day to subscribers.<ref>[[Wikipedia: Electronic mailing list]]</ref> == Key Terms == ;attachment :A computer file sent along with an email message.<ref>[[Wikipedia: Email attachment]]</ref> ;BCC :Allows the sender of a message to conceal the person entered in the BCC field from the other recipients.<ref>[[Wikipedia: Blind carbon copy]]</ref> ;CC :Indicates those who are to receive a copy of a message addressed primarily to another recipient.<ref>[[Wikipedia: Carbon copy]]</ref> ;Internet Message Access Protocol (IMAP) :An Internet standard protocol used by e-mail clients to retrieve e-mail messages from a mail server.<ref>[[Wikipedia: Internet Message Access Protocol]]</ref> ;Mail Delivery Agent (MDA) :A computer software component that is responsible for the delivery of e-mail messages to a local recipient's mailbox.<ref>[[Wikipedia: Mail delivery agent]]</ref> ;Mail Transfer Agent (MTA) :Software that transfers electronic mail messages from one computer to another using a client–server application architecture.<ref>[[Wikipedia: Message transfer agent]]</ref> ;Mail User Agent (MUA) :A computer program used to access and manage a user's email.<ref>[[Wikipedia: Email client]]</ref> ;Multipurpose Internet Mail Extensions (MIME) :An Internet standard that extends the format of email to support attachments and non-ASCII character sets.<ref>[[Wikipedia: MIME]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;open relay :An SMTP server configured in such a way that it allows anyone on the Internet to send e-mail through it, not just mail destined to or originating from known users.<ref>[[Wikipedia: Open mail relay]]</ref> ;opt-in email :Describes when someone is given the option to receive email, typically for some sort of mailing list, newsletter, or advertising.<ref>[[Wikipedia: Opt-in email]]</ref> ;Personal Information Management (PIM) :The activities people perform in order to acquire, organize, maintain, retrieve and use personal information items.<ref>[[Wikipedia: Personal information management]]</ref> ;Post Office Protocol (POP) :An application-layer Internet standard protocol used by local e-mail clients to retrieve e-mail from a remote server over a TCP/IP connection.<ref>[[Wikipedia: Post Office Protocol]]</ref> ;Pretty Good Privacy (PGP) :A program used for signing, encrypting, and decrypting e-mail messages and to increase the security of e-mail communications. <ref>[[Wikipedia: Pretty Good Privacy]]</ref> ;Secure MIME (S/MIME) :A standard for public key encryption and signing of MIME data.<ref>[[Wikipedia: S/MIME]]</ref> ;Simple Mail Transfer Protocol (SMTP) :An Internet standard for electronic mail (email) transmission.<ref>[[Wikipedia: Simple Mail Transfer Protocol]]</ref> ;snail mail :Refers to letters and missives carried by conventional postal delivery services.<ref>[[Wikipedia: Snail mail]]</ref> ;spam :The use of electronic messaging systems to send an unsolicited message.<ref>[[Wikipedia: Spamming]]</ref> ;spam filter :Processing of email to organize or block it according to specified criteria.<ref>[[Wikipedia: Email filtering]]</ref> == Assessments == * Flashcards: [https://quizlet.com/284345574/ciw-iba-lesson-7-flash-cards/ Quizlet: CIW IBA Lesson 7] * Quiz: [https://quizlet.com/265452998/test?answerTermSides=4&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: CIW IBA Lesson 7] == See Also == * [[Email]] * [[Computer Skills/Basic/Email]] * [[Computer Skills/Intermediate/Email]] * [[Web 2.0 for Professional Use/E-Mail]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Email]] [[Category:Completed resources]] g5hi1i6fmfempc8j6jww5pykhehzp7r 2814549 2814548 2026-06-08T12:28:33Z Cmiller1137 2395700 /* Activities */ 2814549 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Gmail icon (2020).svg|right|100px|Gmail]] [[File:Mail (iOS).svg|right|100px|iOS Mail]] [[File:Thunderbird 2023 icon.svg|right|100px|Mozilla Thunderbird]] Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> This lesson introduces email. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use e-mail clients to send simple messages and files to other Internet users. * Use email for communications ** Open email application package, create new email message and add addressees ** Compose text of an email message according to organisational guidelines, and spell check and edit text as required ** Create and add an automatic signature for the user ** Attach files to email message where required ** Determine and set priority and send email message ** Reply to and forward a received message using available features ** Open and save an attachment to the relevant folder ** Search for, sort and save email message using available settings ** Adjust email accounts to restrict and quarantine possible email security problems ** Print email message as required == Readings == # [[Wikipedia: Email]] # [[Wikipedia: Webmail]] # [[Wikipedia: Email client]] # [[Wikipedia: Electronic mailing list]] == Multimedia == # [https://www.youtube.com/watch?v=2eH0JbEE-6k YouTube: Gmail: Sending Email]. # [http://www.youtube.com/watch?v=AH0BGLfQ9SM YouTube: Gmail: Responding to Email with Gmail]. # [https://www.youtube.com/watch?v=x28ciavQ4mI YouTube: How Email Works] # [https://www.youtube.com/watch?v=3vcLyvoKYZc YouTube: How to know if an email is real] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/gmail: Gmail Basics] #* [https://www.poplarbluff.org/classes/eml_pkt.pdf GCF Global: Email Basics] #* [https://www.tutorialspoint.com/internet_technologies/e_mail_overview.htm TutorialsPoint: E-mail Overview] # Send, receive, and respond to email. #* If you don't already have an email account, consider signing up for a Google Gmail, Microsoft Outlook, or Yahoo! Mail account. #* Complete the [https://www.learnfree.org/episode/gmail/?id=15465 GCF Global: Gmail: Sending Email] tutorial. #* Use your email account to send an email message. #* Reply to an email message you receive from someone else. # Use an email client program. #* Review [[Wikipedia: Mozilla Thunderbird]]. #* Review [https://www.youtube.com/watch?v=0eg0ESkv2Sk InMotion: How to Setup your Email Account in Thunderbird]. #* Download and install [https://www.mozilla.org/thunderbird/ Mozilla: Thunderbird]. #* Complete the tutorial [https://www.hostinger.com/tutorials/thunderbird-email-setup Thunderbirdː Email Setup] #* Configure Thunderbird to connect to your email account. #* Use Thunderbird to send and receive email. # View email message headers. #* Review [[Wikipedia: Email spoofing]]. #* Review [https://support.google.com/mail/answer/22454?hl=en Google: Message headers] or [https://www.lifewire.com/view-source-of-message-thunderbird-1173188 Livewire: How to View the Source of a Message in Mozilla Thunderbird] to learn how to view email headers in your webmail service or email client. #* Follow the instructions to view message headers for a message you received. Verify that the message was sent by the displayed <code>From:</code> address rather than being spoofed. # Use Internet mailing lists. #* Research popular Internet mailing lists. Consider signing up for any that interest you. #* Research bulk email restrictions and identify appropriate ways to send bulk email messages. == Lesson Summary == * Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> * Today's email systems are based on a store-and-forward model. Email servers accept, forward, deliver, and store messages.<ref>[[Wikipedia: Email]]</ref> * Multipurpose Internet Mail Extensions (MIME) carry text in other character sets and support multimedia content attachments.<ref>[[Wikipedia: Email]]</ref> * The typical sequence of events in transmitting a message is:<ref>[[Wikipedia: Email]]</ref> *# A mail user agent (email program) sends the message to its outbound mail server using SMTP. *# The mail server determines the destination mail server based on the domain name of the email address and corresponding DNS MX record. *# The mail server sends the message to the destination mail server using SMTP. *# The destination mail server delivers the message to the recipient's mailbox. *# The recipient's mail user agent retrieves the message from the server using either POP or IMAP. * Message headers include fields for <code>Date:</code>, <code>From:</code>, <code>To:</code>, <code>Subject:</code>, <code>Cc:</code>, and <code>Bcc:</code>.<ref>[[Wikipedia: Email]]</ref> * Most modern graphic email clients allow the use of either plain text or HTML for the message body at the option of the user.<ref>[[Wikipedia: Email]]</ref> * Messages are exchanged between hosts using the Simple Mail Transfer Protocol with software programs called mail transfer agents (MTAs); and delivered to a mail store by programs called mail delivery agents (MDAs).<ref>[[Wikipedia: Email]]</ref> * Accepting a message obliges an MTA to deliver it, and when a message cannot be delivered, that MTA must send a bounce message back to the sender, indicating the problem.<ref>[[Wikipedia: Email]]</ref> * Users can retrieve their messages from servers using standard protocols such as POP or IMAP, or with a proprietary protocol specific to Novell Groupwise, Lotus Notes, or Microsoft Exchange Servers.<ref>[[Wikipedia: Email]]</ref> * Programs used by users for retrieving, reading, and managing email are called mail user agents (MUAs).<ref>[[Wikipedia: Email]]</ref> * Mail can be stored on the client, on the server side, or in both places.<ref>[[Wikipedia: Email]]</ref> * Many current email users do not run MTA, MDA or MUA programs themselves, but use a web-based email platform instead.<ref>[[Wikipedia: Email]]</ref> * A URL beginning with <code>mailto:</code> may be used to create a hyperlink to an email address, such as:<br>&nbsp;&nbsp;&nbsp;&nbsp;<code>mailto:recipient@example.com?subject=Email%20Example</code><ref>[[Wikipedia: Email]]</ref> * The Post Office Protocol 3 (POP3) is a mail access protocol used by a client application to read messages from the mail server. Received messages are often deleted from the server.<ref>[[Wikipedia: Email]]</ref> * The Internet Message Access Protocol (IMAP) provides features to manage a mailbox from multiple devices. IMAP shows the headers of messages, the sender and the subject and the device needs to request to download specific messages. Usually mail is left in folders on the mail server.<ref>[[Wikipedia: Email]]</ref> * An electronic mailing list or email list is a special use of email that allows for widespread distribution of information to many Internet users.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing lists usually are fully or partially automated through the use of special mailing list software and a reflector address set up on a server capable of receiving email.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Incoming messages sent to the reflector address are processed by the software, and, depending on their content, are acted upon internally (in the case of messages containing commands directed at the software itself) or are distributed to all email addresses subscribed to the mailing list.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing list servers may be set to forward messages to subscribers of a particular mailing list either individually as they are received by the list server, or in digest form in which all messages received on a particular day by the list server are combined into one email that is sent once per day to subscribers.<ref>[[Wikipedia: Electronic mailing list]]</ref> == Key Terms == ;attachment :A computer file sent along with an email message.<ref>[[Wikipedia: Email attachment]]</ref> ;BCC :Allows the sender of a message to conceal the person entered in the BCC field from the other recipients.<ref>[[Wikipedia: Blind carbon copy]]</ref> ;CC :Indicates those who are to receive a copy of a message addressed primarily to another recipient.<ref>[[Wikipedia: Carbon copy]]</ref> ;Internet Message Access Protocol (IMAP) :An Internet standard protocol used by e-mail clients to retrieve e-mail messages from a mail server.<ref>[[Wikipedia: Internet Message Access Protocol]]</ref> ;Mail Delivery Agent (MDA) :A computer software component that is responsible for the delivery of e-mail messages to a local recipient's mailbox.<ref>[[Wikipedia: Mail delivery agent]]</ref> ;Mail Transfer Agent (MTA) :Software that transfers electronic mail messages from one computer to another using a client–server application architecture.<ref>[[Wikipedia: Message transfer agent]]</ref> ;Mail User Agent (MUA) :A computer program used to access and manage a user's email.<ref>[[Wikipedia: Email client]]</ref> ;Multipurpose Internet Mail Extensions (MIME) :An Internet standard that extends the format of email to support attachments and non-ASCII character sets.<ref>[[Wikipedia: MIME]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;open relay :An SMTP server configured in such a way that it allows anyone on the Internet to send e-mail through it, not just mail destined to or originating from known users.<ref>[[Wikipedia: Open mail relay]]</ref> ;opt-in email :Describes when someone is given the option to receive email, typically for some sort of mailing list, newsletter, or advertising.<ref>[[Wikipedia: Opt-in email]]</ref> ;Personal Information Management (PIM) :The activities people perform in order to acquire, organize, maintain, retrieve and use personal information items.<ref>[[Wikipedia: Personal information management]]</ref> ;Post Office Protocol (POP) :An application-layer Internet standard protocol used by local e-mail clients to retrieve e-mail from a remote server over a TCP/IP connection.<ref>[[Wikipedia: Post Office Protocol]]</ref> ;Pretty Good Privacy (PGP) :A program used for signing, encrypting, and decrypting e-mail messages and to increase the security of e-mail communications. <ref>[[Wikipedia: Pretty Good Privacy]]</ref> ;Secure MIME (S/MIME) :A standard for public key encryption and signing of MIME data.<ref>[[Wikipedia: S/MIME]]</ref> ;Simple Mail Transfer Protocol (SMTP) :An Internet standard for electronic mail (email) transmission.<ref>[[Wikipedia: Simple Mail Transfer Protocol]]</ref> ;snail mail :Refers to letters and missives carried by conventional postal delivery services.<ref>[[Wikipedia: Snail mail]]</ref> ;spam :The use of electronic messaging systems to send an unsolicited message.<ref>[[Wikipedia: Spamming]]</ref> ;spam filter :Processing of email to organize or block it according to specified criteria.<ref>[[Wikipedia: Email filtering]]</ref> == Assessments == * Flashcards: [https://quizlet.com/284345574/ciw-iba-lesson-7-flash-cards/ Quizlet: CIW IBA Lesson 7] * Quiz: [https://quizlet.com/265452998/test?answerTermSides=4&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: CIW IBA Lesson 7] == See Also == * [[Email]] * [[Computer Skills/Basic/Email]] * [[Computer Skills/Intermediate/Email]] * [[Web 2.0 for Professional Use/E-Mail]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Email]] [[Category:Completed resources]] 2gt0tjx3i9c5hw6ymnom5pc4jimxece 2814550 2814549 2026-06-08T12:30:12Z Cmiller1137 2395700 /* Activities */ 2814550 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Gmail icon (2020).svg|right|100px|Gmail]] [[File:Mail (iOS).svg|right|100px|iOS Mail]] [[File:Thunderbird 2023 icon.svg|right|100px|Mozilla Thunderbird]] Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> This lesson introduces email. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTICT103 Training.gov.au: ICTICT103 - Use, communicate and search securely on the Internet]</ref> * Use e-mail clients to send simple messages and files to other Internet users. * Use email for communications ** Open email application package, create new email message and add addressees ** Compose text of an email message according to organisational guidelines, and spell check and edit text as required ** Create and add an automatic signature for the user ** Attach files to email message where required ** Determine and set priority and send email message ** Reply to and forward a received message using available features ** Open and save an attachment to the relevant folder ** Search for, sort and save email message using available settings ** Adjust email accounts to restrict and quarantine possible email security problems ** Print email message as required == Readings == # [[Wikipedia: Email]] # [[Wikipedia: Webmail]] # [[Wikipedia: Email client]] # [[Wikipedia: Electronic mailing list]] == Multimedia == # [https://www.youtube.com/watch?v=2eH0JbEE-6k YouTube: Gmail: Sending Email]. # [http://www.youtube.com/watch?v=AH0BGLfQ9SM YouTube: Gmail: Responding to Email with Gmail]. # [https://www.youtube.com/watch?v=x28ciavQ4mI YouTube: How Email Works] # [https://www.youtube.com/watch?v=3vcLyvoKYZc YouTube: How to know if an email is real] == Activities == # Complete the following tutorials: #* [https://www.learnfree.org/series/gmail: Learn Freeː Gmail Basics] #* [https://www.poplarbluff.org/classes/eml_pkt.pdf GCF Global: Email Basics] #* [https://www.tutorialspoint.com/internet_technologies/e_mail_overview.htm TutorialsPoint: E-mail Overview] # Send, receive, and respond to email. #* If you don't already have an email account, consider signing up for a Google Gmail, Microsoft Outlook, or Yahoo! Mail account. #* Complete the [https://www.learnfree.org/series/gmail Learn Free: Gmail: Sending Email] tutorial. #* Use your email account to send an email message. #* Reply to an email message you receive from someone else. # Use an email client program. #* Review [[Wikipedia: Mozilla Thunderbird]]. #* Review [https://www.youtube.com/watch?v=0eg0ESkv2Sk InMotion: How to Setup your Email Account in Thunderbird]. #* Download and install [https://www.mozilla.org/thunderbird/ Mozilla: Thunderbird]. #* Complete the tutorial [https://www.hostinger.com/tutorials/thunderbird-email-setup Thunderbirdː Email Setup] #* Configure Thunderbird to connect to your email account. #* Use Thunderbird to send and receive email. # View email message headers. #* Review [[Wikipedia: Email spoofing]]. #* Review [https://support.google.com/mail/answer/22454?hl=en Google: Message headers] or [https://www.lifewire.com/view-source-of-message-thunderbird-1173188 Livewire: How to View the Source of a Message in Mozilla Thunderbird] to learn how to view email headers in your webmail service or email client. #* Follow the instructions to view message headers for a message you received. Verify that the message was sent by the displayed <code>From:</code> address rather than being spoofed. # Use Internet mailing lists. #* Research popular Internet mailing lists. Consider signing up for any that interest you. #* Research bulk email restrictions and identify appropriate ways to send bulk email messages. == Lesson Summary == * Electronic mail (email) is a method of exchanging messages between people using electronics.<ref>[[Wikipedia: Email]]</ref> * Today's email systems are based on a store-and-forward model. Email servers accept, forward, deliver, and store messages.<ref>[[Wikipedia: Email]]</ref> * Multipurpose Internet Mail Extensions (MIME) carry text in other character sets and support multimedia content attachments.<ref>[[Wikipedia: Email]]</ref> * The typical sequence of events in transmitting a message is:<ref>[[Wikipedia: Email]]</ref> *# A mail user agent (email program) sends the message to its outbound mail server using SMTP. *# The mail server determines the destination mail server based on the domain name of the email address and corresponding DNS MX record. *# The mail server sends the message to the destination mail server using SMTP. *# The destination mail server delivers the message to the recipient's mailbox. *# The recipient's mail user agent retrieves the message from the server using either POP or IMAP. * Message headers include fields for <code>Date:</code>, <code>From:</code>, <code>To:</code>, <code>Subject:</code>, <code>Cc:</code>, and <code>Bcc:</code>.<ref>[[Wikipedia: Email]]</ref> * Most modern graphic email clients allow the use of either plain text or HTML for the message body at the option of the user.<ref>[[Wikipedia: Email]]</ref> * Messages are exchanged between hosts using the Simple Mail Transfer Protocol with software programs called mail transfer agents (MTAs); and delivered to a mail store by programs called mail delivery agents (MDAs).<ref>[[Wikipedia: Email]]</ref> * Accepting a message obliges an MTA to deliver it, and when a message cannot be delivered, that MTA must send a bounce message back to the sender, indicating the problem.<ref>[[Wikipedia: Email]]</ref> * Users can retrieve their messages from servers using standard protocols such as POP or IMAP, or with a proprietary protocol specific to Novell Groupwise, Lotus Notes, or Microsoft Exchange Servers.<ref>[[Wikipedia: Email]]</ref> * Programs used by users for retrieving, reading, and managing email are called mail user agents (MUAs).<ref>[[Wikipedia: Email]]</ref> * Mail can be stored on the client, on the server side, or in both places.<ref>[[Wikipedia: Email]]</ref> * Many current email users do not run MTA, MDA or MUA programs themselves, but use a web-based email platform instead.<ref>[[Wikipedia: Email]]</ref> * A URL beginning with <code>mailto:</code> may be used to create a hyperlink to an email address, such as:<br>&nbsp;&nbsp;&nbsp;&nbsp;<code>mailto:recipient@example.com?subject=Email%20Example</code><ref>[[Wikipedia: Email]]</ref> * The Post Office Protocol 3 (POP3) is a mail access protocol used by a client application to read messages from the mail server. Received messages are often deleted from the server.<ref>[[Wikipedia: Email]]</ref> * The Internet Message Access Protocol (IMAP) provides features to manage a mailbox from multiple devices. IMAP shows the headers of messages, the sender and the subject and the device needs to request to download specific messages. Usually mail is left in folders on the mail server.<ref>[[Wikipedia: Email]]</ref> * An electronic mailing list or email list is a special use of email that allows for widespread distribution of information to many Internet users.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing lists usually are fully or partially automated through the use of special mailing list software and a reflector address set up on a server capable of receiving email.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Incoming messages sent to the reflector address are processed by the software, and, depending on their content, are acted upon internally (in the case of messages containing commands directed at the software itself) or are distributed to all email addresses subscribed to the mailing list.<ref>[[Wikipedia: Electronic mailing list]]</ref> * Electronic mailing list servers may be set to forward messages to subscribers of a particular mailing list either individually as they are received by the list server, or in digest form in which all messages received on a particular day by the list server are combined into one email that is sent once per day to subscribers.<ref>[[Wikipedia: Electronic mailing list]]</ref> == Key Terms == ;attachment :A computer file sent along with an email message.<ref>[[Wikipedia: Email attachment]]</ref> ;BCC :Allows the sender of a message to conceal the person entered in the BCC field from the other recipients.<ref>[[Wikipedia: Blind carbon copy]]</ref> ;CC :Indicates those who are to receive a copy of a message addressed primarily to another recipient.<ref>[[Wikipedia: Carbon copy]]</ref> ;Internet Message Access Protocol (IMAP) :An Internet standard protocol used by e-mail clients to retrieve e-mail messages from a mail server.<ref>[[Wikipedia: Internet Message Access Protocol]]</ref> ;Mail Delivery Agent (MDA) :A computer software component that is responsible for the delivery of e-mail messages to a local recipient's mailbox.<ref>[[Wikipedia: Mail delivery agent]]</ref> ;Mail Transfer Agent (MTA) :Software that transfers electronic mail messages from one computer to another using a client–server application architecture.<ref>[[Wikipedia: Message transfer agent]]</ref> ;Mail User Agent (MUA) :A computer program used to access and manage a user's email.<ref>[[Wikipedia: Email client]]</ref> ;Multipurpose Internet Mail Extensions (MIME) :An Internet standard that extends the format of email to support attachments and non-ASCII character sets.<ref>[[Wikipedia: MIME]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;open relay :An SMTP server configured in such a way that it allows anyone on the Internet to send e-mail through it, not just mail destined to or originating from known users.<ref>[[Wikipedia: Open mail relay]]</ref> ;opt-in email :Describes when someone is given the option to receive email, typically for some sort of mailing list, newsletter, or advertising.<ref>[[Wikipedia: Opt-in email]]</ref> ;Personal Information Management (PIM) :The activities people perform in order to acquire, organize, maintain, retrieve and use personal information items.<ref>[[Wikipedia: Personal information management]]</ref> ;Post Office Protocol (POP) :An application-layer Internet standard protocol used by local e-mail clients to retrieve e-mail from a remote server over a TCP/IP connection.<ref>[[Wikipedia: Post Office Protocol]]</ref> ;Pretty Good Privacy (PGP) :A program used for signing, encrypting, and decrypting e-mail messages and to increase the security of e-mail communications. <ref>[[Wikipedia: Pretty Good Privacy]]</ref> ;Secure MIME (S/MIME) :A standard for public key encryption and signing of MIME data.<ref>[[Wikipedia: S/MIME]]</ref> ;Simple Mail Transfer Protocol (SMTP) :An Internet standard for electronic mail (email) transmission.<ref>[[Wikipedia: Simple Mail Transfer Protocol]]</ref> ;snail mail :Refers to letters and missives carried by conventional postal delivery services.<ref>[[Wikipedia: Snail mail]]</ref> ;spam :The use of electronic messaging systems to send an unsolicited message.<ref>[[Wikipedia: Spamming]]</ref> ;spam filter :Processing of email to organize or block it according to specified criteria.<ref>[[Wikipedia: Email filtering]]</ref> == Assessments == * Flashcards: [https://quizlet.com/284345574/ciw-iba-lesson-7-flash-cards/ Quizlet: CIW IBA Lesson 7] * Quiz: [https://quizlet.com/265452998/test?answerTermSides=4&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: CIW IBA Lesson 7] == See Also == * [[Email]] * [[Computer Skills/Basic/Email]] * [[Computer Skills/Intermediate/Email]] * [[Web 2.0 for Professional Use/E-Mail]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Email]] [[Category:Completed resources]] e5l33cip01iieb7tme7f590obpkhwxy 0 216129 2814560 2555296 2026-06-08T13:28:05Z Cmiller1137 2395700 /* Activities */ 2814560 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:2021 Facebook icon.svg|right|120px|Facebook]] [[File:YouTube social white squircle.svg|right|120px|YouTube]] [[File:WhatsApp.svg|right|120px|WhatsApp]] [[File:Instagram logo 2016.svg|right|120px|Instagram]] [[File:Snapchat logo.svg|right|120px|Snapchat]] [[File:Twitter-logo.svg|right|120px|Twitter]] [[File:Snoo.svg|right|120px|Reddit]] [[File:Pinterest Shiny Icon.svg|right|120px|Pinterest]] [[File:Linkedin.svg|right|120px|LinkedIn]] Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks.<ref>[[Wikipedia: Social media]]</ref> This lesson introduces social media and social networking. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB201 Training.gov.au: ICTWEB201 - Use social media tools for collaboration and engagement ]</ref> * Define essential social networking and Web 2.0 concepts. * Describe the different types of social media tools and applications ** Explain the characteristics of the term ‘social media’ ** Identify different types of social-media tools and applications ** Illustrate some of the issues associated with the use of social media tools and applications * Compare different types of social media tools and applications ** Select one social media type to review ** Review the most popular tools, and applications, within that social media type ** Itemise the benefits across a range of the most popular tools and applications ** Select the most appropriate social media tool or application * Set up and use, popular social media tools and applications ** Identify the social media tools and applications available for possible implementation ** Initiate the preferred social media tools, and applications, for use ** Establish the social media interface, using text and file content ** Initiate social networking interaction ** Test and evaluate tools, and applications, for ease of use ** Present the findings == Readings == # [[Wikipedia: Social media]] # [[Wikipedia: Web 2.0]] == Multimedia == # [https://www.youtube.com/watch?v=MpIOClX1jPE YouTube: Social Media in Plain English] # [https://www.youtube.com/watch?v=jQ8J3IHhn8A YouTube: Social Media] == Student Presentations == # [https://www.youtube.com/watch?v=uMhJVDthKmk YouTube: Social Media] # [https://www.youtube.com/watch?v=RqGvokx7Dh0 YouTube: Social Media] == Activities == # Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/social_networking.htm TutorialsPoint: Social Networking]. Based on the information provided, decide which of the following social media sites interest you. # Complete one or more of the following. If you are completing this course as part of a real-world class, consider sharing account information with your classmates, or setting up a class group and/or class hashtag. #* Review [http://www.gcflearnfree.org/blogbasics/ GCFLearnFree: Blog Basics]. Research free traditional blogging sites and create a new blog. #* Review [http://www.gcflearnfree.org/facebook101/ GCFLearnFree: Facebook]. If you don't already have a Facebook account, sign up for Facebook and set up your account. #* Review [http://www.gcflearnfree.org/instagram/ GCFLearnFree: Instagram]. If you don't already have an Instagram account, sign up for Instagram and share photos. #* Review [https://www.learnfree.org/series/linkedin-basics LearnFree: LinkedIn Basics]. If you don't already have a LinkedIn account, sign up for LinkedIn and set up your profile. #* Review [http://www.gcflearnfree.org/pinterest/ GCFLearnFree: Pinterest]. If you don't already have a Pinterest account, sign up for Pinterest and create a board. #* Review [http://www.gcflearnfree.org/snapchat/ GCFLearnFree: Snapchat]. If you don't already have a Snapchat account, sign up for Snapchat and share photos. # Review [https://www.smartinsights.com/social-media-marketing/social-media-strategy/digital-marketing-models-honeycomb-model/ Smart Insights: The Honeycomb model]. Evaluate each of the most popular social media sites (Facebook, Instagram, LinkedIn, Pinterest, Reddit, Snapchat, Tumblr, Twitter, YouTube) based on their level of support for each of the honeycomb framework elements (identity, conversations, sharing, presence, relationships, reputation, groups). Which sites support the full honeycomb framework? Which sites are lacking elements? == Lesson Summary == * Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks.<ref>[[Wikipedia: Social media]]</ref> * Common social media features include:<ref>[[Wikipedia: Social media]]</ref> ** Social media are interactive Web 2.0 Internet-based applications. ** User-generated content and data generated through all online interactions are the lifeblood of social media. ** Users create service-specific profiles for the website or app that are designed and maintained by the social media organization. ** Social media facilitate the development of online social networks by connecting a user's profile with those of other individuals or groups. * Popular social media websites include Facebook, Instagram, LinkedIn, Pinterest, Reddit, Snapchat, Tumblr, Twitter, and YouTube.<ref>[[Wikipedia: Social media]]</ref><ref>[https://www.dreamgrow.com/top-10-social-networking-sites-market-share-of-visits/ DreamGrow: Top 10 Social Networking Sites by Market Share of Visits]</ref><ref>[http://www.smartinsights.com/social-media-marketing/social-media-strategy/new-global-social-media-research/ Smart Insights: Global social media research summary 2017]</ref> * Facebook supports user profiles, friends, message exchange, status updates, photo sharing, software applications, groups, and notifications.<ref>[[Wikipedia: Facebook]]</ref> * Instagram supports photo and video sharing, digital filter application, geotags, hashtags, linking to other Instagram content, and connecting Instagram accounts to other social media profiles.<ref>[[Wikipedia: Instagram]]</ref> * LinkedIn supports user profiles, professional networking, curriculum vitae (CV) / résumé sharing, and connections to other users.<ref>[[Wikipedia: LinkedIn]]</ref> * Pinterest supports sharing and categorization of images using boards, and following other users' boards.<ref>[[Wikipedia: Pinterest]]</ref> * Reddit supports social news aggregation, web content rating, and discussion through text posts and direct links, with users rating submissions.<ref>[[Wikipedia: Reddit]]</ref> * Snapchat supports image and multimedia messaging, with pictures and messages only available for a short time before they become inaccessible.<ref>[[Wikipedia: Snapchat]]</ref> * Tumblr supports microblogging with multimedia and other content, and following other users' blogs.<ref>[[Wikipedia: Tumblr]]</ref> * Twitter supports posting of 280-character messages known as "tweets", and following other users.<ref>[[Wikipedia: Twitter]]</ref> * YouTube supports video-sharing, rating, and following other users' submissions.<ref>[[Wikipedia: YouTube]]</ref> * Social media changes the way individuals and large organizations communicate.<ref>[[Wikipedia: Social media]]</ref> * For content contributors, the benefits of participating in social media have gone beyond simply social sharing to building a reputation and bringing in career opportunities and monetary income.<ref>[[Wikipedia: Social media]]</ref> * Social media operate in a dialogic transmission system (many sources to many receivers). This is in contrast to traditional media which operates under a monologic transmission model (one source to many receivers).<ref>[[Wikipedia: Social media]]</ref> * Social media can help to improve individuals' sense of connectedness with real or online communities and social media can be an effective communication (or marketing) tool for corporations, entrepreneurs, nonprofit organizations, including advocacy groups and political parties and governments.<ref>[[Wikipedia: Social media]]</ref> * Concerns have been raised about possible links between heavy social media use and depression, and issues of cyberbullying, online harassment and "trolling".<ref>[[Wikipedia: Social media]]</ref> * Companies are increasingly using social media monitoring tools to monitor, track, and analyze online conversations on the Web about their brand or products or about related topics of interest.<ref>[[Wikipedia: Social media]]</ref> * Social media services are defined by seven elements known as the "honeycomb framework":<ref>[[Wikipedia: Social media]]</ref> *# Identity - The extent to which users reveal their personal or professional identities. *# Conversations - The extent to which users communicate with other users. *# Sharing - The extent to which users exchange, distribute, and receive content. *# Presence - The extent to which users know if other users are available. *# Relationships - The extent to which users can be connected to other users. *# Reputation - The extent to which users can identify the standing of users. *# Groups - The extent to which users can form communities and sub-communities. * Chatbots and social bots are programmed to mimic natural human interactions such as liking, commenting, following, and unfollowing on social media platforms. The ability for bots to mimic human interaction makes it difficult for participants, marketers, and data analysts to differentiate between human interactions and automated bot interactions.<ref>[[Wikipedia: Social media]]</ref> * Privacy rights advocates warn users on social media about the collection of their personal data. * A Web 2.0 website may allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to the first generation of Web 1.0-era websites where people were limited to the passive viewing of content.<ref>[[Wikipedia: Web 2.0]]</ref> == Key Terms == ;blog :A discussion or informational website published on the World Wide Web consisting of discrete, often informal diary-style text entries.<ref>[[Wikipedia: Blog]]</ref> ;crowdsourcing :Individuals or organizations use contributions from Internet users to obtain needed services or ideas.<ref>[[Wikipedia: Crowdsourcing]]</ref> ;folksonomy :A system in which users apply public tags to online items, typically to aid them in finding those items.<ref>[[Wikipedia: Folksonomy]]</ref> ;instant messaging :A type of online chat that offers real-time text transmission over the Internet.<ref>[[Wikipedia: Instant messaging]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;presence :A status indicator that conveys ability and willingness of a potential communication partner to communicate.<ref>[[Wikipedia: Presence information]]</ref> ;Semantic Web :A common framework that allows data to be shared and reused across application, enterprise, and community boundaries.<ref>[[Wikipedia: Semantic Web]]</ref> ;social networking :An online platform which people use to build social networks or social relations with other people who share similar personal or career interests, activities, backgrounds or real-life connections.<ref>[[Wikipedia: Social networking service]]</ref> ;spim :A type of spam targeting users of instant messaging (IM) services<ref>[[Wikipedia: Messaging spam]]</ref> ;text messaging :The act of composing and sending electronic messages, typically consisting of alphabetic and numeric characters, between two or more users of fixed or portable devices.<ref>[[Wikipedia: Text messaging]]</ref> ;Web 2.0 :Websites that emphasize user-generated content, usability, and interoperability for end users.<ref>[[Wikipedia: Web 2.0]]</ref> ;wiki :A website on which users collaboratively modify content and structure directly from the web browser.<ref>[[Wikipedia: Wiki]]</ref> == Assessments == * Flashcards: [https://quizlet.com/198605055/social-media-flash-cards/ Quizlet: Social Media] * Quiz: [https://quizlet.com/198605055/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Social Media] == See Also == * [[Social Media]] * [https://sproutsocial.com/insights/new-social-media-demographics/ SproutSocial: Social Media Demographics] * [https://www.realsimple.com/work-life/work-life-etiquette/manners/social-media-etiquette RealSimple: Social Media Etiquette] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Social media]] [[Category:Completed resources]] 82f2apheyf0vi2dq8id3cul0dlqnc8s 2814565 2814560 2026-06-08T13:48:06Z Cmiller1137 2395700 /* Activities */ 2814565 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:2021 Facebook icon.svg|right|120px|Facebook]] [[File:YouTube social white squircle.svg|right|120px|YouTube]] [[File:WhatsApp.svg|right|120px|WhatsApp]] [[File:Instagram logo 2016.svg|right|120px|Instagram]] [[File:Snapchat logo.svg|right|120px|Snapchat]] [[File:Twitter-logo.svg|right|120px|Twitter]] [[File:Snoo.svg|right|120px|Reddit]] [[File:Pinterest Shiny Icon.svg|right|120px|Pinterest]] [[File:Linkedin.svg|right|120px|LinkedIn]] Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks.<ref>[[Wikipedia: Social media]]</ref> This lesson introduces social media and social networking. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB201 Training.gov.au: ICTWEB201 - Use social media tools for collaboration and engagement ]</ref> * Define essential social networking and Web 2.0 concepts. * Describe the different types of social media tools and applications ** Explain the characteristics of the term ‘social media’ ** Identify different types of social-media tools and applications ** Illustrate some of the issues associated with the use of social media tools and applications * Compare different types of social media tools and applications ** Select one social media type to review ** Review the most popular tools, and applications, within that social media type ** Itemise the benefits across a range of the most popular tools and applications ** Select the most appropriate social media tool or application * Set up and use, popular social media tools and applications ** Identify the social media tools and applications available for possible implementation ** Initiate the preferred social media tools, and applications, for use ** Establish the social media interface, using text and file content ** Initiate social networking interaction ** Test and evaluate tools, and applications, for ease of use ** Present the findings == Readings == # [[Wikipedia: Social media]] # [[Wikipedia: Web 2.0]] == Multimedia == # [https://www.youtube.com/watch?v=MpIOClX1jPE YouTube: Social Media in Plain English] # [https://www.youtube.com/watch?v=jQ8J3IHhn8A YouTube: Social Media] == Student Presentations == # [https://www.youtube.com/watch?v=uMhJVDthKmk YouTube: Social Media] # [https://www.youtube.com/watch?v=RqGvokx7Dh0 YouTube: Social Media] == Activities == # Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/social_networking.htm TutorialsPoint: Social Networking]. Based on the information provided, decide which of the following social media sites interest you. # Complete one or more of the following. If you are completing this course as part of a real-world class, consider sharing account information with your classmates, or setting up a class group and/or class hashtag. #* Review [https://www.tutorialspoint.com/social_media_marketing/blogging.htm TutorialsPoint: Blogging]. Research free traditional blogging sites and create a new blog. #* Review [https://www.tutorialspoint.com/social_media_marketing/facebook_marketing.htm TutorialsPoint: Facebook]. If you don't already have a Facebook account, sign up for Facebook and set up your account. #* Review [http://www.gcflearnfree.org/instagram/ GCFLearnFree: Instagram]. If you don't already have an Instagram account, sign up for Instagram and share photos. #* Review [https://www.learnfree.org/series/linkedin-basics LearnFree: LinkedIn Basics]. If you don't already have a LinkedIn account, sign up for LinkedIn and set up your profile. #* Review [https://www.tutorialspoint.com/social_media_marketing/pinterest_marketing.htm TutorialsPoint: Pinterest]. If you don't already have a Pinterest account, sign up for Pinterest and create a board. #* Review [http://www.gcflearnfree.org/snapchat/ GCFLearnFree: Snapchat]. If you don't already have a Snapchat account, sign up for Snapchat and share photos. # Review [https://www.smartinsights.com/social-media-marketing/social-media-strategy/digital-marketing-models-honeycomb-model/ Smart Insights: The Honeycomb model]. Evaluate each of the most popular social media sites (Facebook, Instagram, LinkedIn, Pinterest, Reddit, Snapchat, Tumblr, Twitter, YouTube) based on their level of support for each of the honeycomb framework elements (identity, conversations, sharing, presence, relationships, reputation, groups). Which sites support the full honeycomb framework? Which sites are lacking elements? == Lesson Summary == * Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks.<ref>[[Wikipedia: Social media]]</ref> * Common social media features include:<ref>[[Wikipedia: Social media]]</ref> ** Social media are interactive Web 2.0 Internet-based applications. ** User-generated content and data generated through all online interactions are the lifeblood of social media. ** Users create service-specific profiles for the website or app that are designed and maintained by the social media organization. ** Social media facilitate the development of online social networks by connecting a user's profile with those of other individuals or groups. * Popular social media websites include Facebook, Instagram, LinkedIn, Pinterest, Reddit, Snapchat, Tumblr, Twitter, and YouTube.<ref>[[Wikipedia: Social media]]</ref><ref>[https://www.dreamgrow.com/top-10-social-networking-sites-market-share-of-visits/ DreamGrow: Top 10 Social Networking Sites by Market Share of Visits]</ref><ref>[http://www.smartinsights.com/social-media-marketing/social-media-strategy/new-global-social-media-research/ Smart Insights: Global social media research summary 2017]</ref> * Facebook supports user profiles, friends, message exchange, status updates, photo sharing, software applications, groups, and notifications.<ref>[[Wikipedia: Facebook]]</ref> * Instagram supports photo and video sharing, digital filter application, geotags, hashtags, linking to other Instagram content, and connecting Instagram accounts to other social media profiles.<ref>[[Wikipedia: Instagram]]</ref> * LinkedIn supports user profiles, professional networking, curriculum vitae (CV) / résumé sharing, and connections to other users.<ref>[[Wikipedia: LinkedIn]]</ref> * Pinterest supports sharing and categorization of images using boards, and following other users' boards.<ref>[[Wikipedia: Pinterest]]</ref> * Reddit supports social news aggregation, web content rating, and discussion through text posts and direct links, with users rating submissions.<ref>[[Wikipedia: Reddit]]</ref> * Snapchat supports image and multimedia messaging, with pictures and messages only available for a short time before they become inaccessible.<ref>[[Wikipedia: Snapchat]]</ref> * Tumblr supports microblogging with multimedia and other content, and following other users' blogs.<ref>[[Wikipedia: Tumblr]]</ref> * Twitter supports posting of 280-character messages known as "tweets", and following other users.<ref>[[Wikipedia: Twitter]]</ref> * YouTube supports video-sharing, rating, and following other users' submissions.<ref>[[Wikipedia: YouTube]]</ref> * Social media changes the way individuals and large organizations communicate.<ref>[[Wikipedia: Social media]]</ref> * For content contributors, the benefits of participating in social media have gone beyond simply social sharing to building a reputation and bringing in career opportunities and monetary income.<ref>[[Wikipedia: Social media]]</ref> * Social media operate in a dialogic transmission system (many sources to many receivers). This is in contrast to traditional media which operates under a monologic transmission model (one source to many receivers).<ref>[[Wikipedia: Social media]]</ref> * Social media can help to improve individuals' sense of connectedness with real or online communities and social media can be an effective communication (or marketing) tool for corporations, entrepreneurs, nonprofit organizations, including advocacy groups and political parties and governments.<ref>[[Wikipedia: Social media]]</ref> * Concerns have been raised about possible links between heavy social media use and depression, and issues of cyberbullying, online harassment and "trolling".<ref>[[Wikipedia: Social media]]</ref> * Companies are increasingly using social media monitoring tools to monitor, track, and analyze online conversations on the Web about their brand or products or about related topics of interest.<ref>[[Wikipedia: Social media]]</ref> * Social media services are defined by seven elements known as the "honeycomb framework":<ref>[[Wikipedia: Social media]]</ref> *# Identity - The extent to which users reveal their personal or professional identities. *# Conversations - The extent to which users communicate with other users. *# Sharing - The extent to which users exchange, distribute, and receive content. *# Presence - The extent to which users know if other users are available. *# Relationships - The extent to which users can be connected to other users. *# Reputation - The extent to which users can identify the standing of users. *# Groups - The extent to which users can form communities and sub-communities. * Chatbots and social bots are programmed to mimic natural human interactions such as liking, commenting, following, and unfollowing on social media platforms. The ability for bots to mimic human interaction makes it difficult for participants, marketers, and data analysts to differentiate between human interactions and automated bot interactions.<ref>[[Wikipedia: Social media]]</ref> * Privacy rights advocates warn users on social media about the collection of their personal data. * A Web 2.0 website may allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to the first generation of Web 1.0-era websites where people were limited to the passive viewing of content.<ref>[[Wikipedia: Web 2.0]]</ref> == Key Terms == ;blog :A discussion or informational website published on the World Wide Web consisting of discrete, often informal diary-style text entries.<ref>[[Wikipedia: Blog]]</ref> ;crowdsourcing :Individuals or organizations use contributions from Internet users to obtain needed services or ideas.<ref>[[Wikipedia: Crowdsourcing]]</ref> ;folksonomy :A system in which users apply public tags to online items, typically to aid them in finding those items.<ref>[[Wikipedia: Folksonomy]]</ref> ;instant messaging :A type of online chat that offers real-time text transmission over the Internet.<ref>[[Wikipedia: Instant messaging]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;presence :A status indicator that conveys ability and willingness of a potential communication partner to communicate.<ref>[[Wikipedia: Presence information]]</ref> ;Semantic Web :A common framework that allows data to be shared and reused across application, enterprise, and community boundaries.<ref>[[Wikipedia: Semantic Web]]</ref> ;social networking :An online platform which people use to build social networks or social relations with other people who share similar personal or career interests, activities, backgrounds or real-life connections.<ref>[[Wikipedia: Social networking service]]</ref> ;spim :A type of spam targeting users of instant messaging (IM) services<ref>[[Wikipedia: Messaging spam]]</ref> ;text messaging :The act of composing and sending electronic messages, typically consisting of alphabetic and numeric characters, between two or more users of fixed or portable devices.<ref>[[Wikipedia: Text messaging]]</ref> ;Web 2.0 :Websites that emphasize user-generated content, usability, and interoperability for end users.<ref>[[Wikipedia: Web 2.0]]</ref> ;wiki :A website on which users collaboratively modify content and structure directly from the web browser.<ref>[[Wikipedia: Wiki]]</ref> == Assessments == * Flashcards: [https://quizlet.com/198605055/social-media-flash-cards/ Quizlet: Social Media] * Quiz: [https://quizlet.com/198605055/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Social Media] == See Also == * [[Social Media]] * [https://sproutsocial.com/insights/new-social-media-demographics/ SproutSocial: Social Media Demographics] * [https://www.realsimple.com/work-life/work-life-etiquette/manners/social-media-etiquette RealSimple: Social Media Etiquette] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Social media]] [[Category:Completed resources]] endzepocog0jg3632l8sw4iim87czdv 2814566 2814565 2026-06-08T13:51:29Z Cmiller1137 2395700 /* Activities */ 2814566 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:2021 Facebook icon.svg|right|120px|Facebook]] [[File:YouTube social white squircle.svg|right|120px|YouTube]] [[File:WhatsApp.svg|right|120px|WhatsApp]] [[File:Instagram logo 2016.svg|right|120px|Instagram]] [[File:Snapchat logo.svg|right|120px|Snapchat]] [[File:Twitter-logo.svg|right|120px|Twitter]] [[File:Snoo.svg|right|120px|Reddit]] [[File:Pinterest Shiny Icon.svg|right|120px|Pinterest]] [[File:Linkedin.svg|right|120px|LinkedIn]] Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks.<ref>[[Wikipedia: Social media]]</ref> This lesson introduces social media and social networking. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB201 Training.gov.au: ICTWEB201 - Use social media tools for collaboration and engagement ]</ref> * Define essential social networking and Web 2.0 concepts. * Describe the different types of social media tools and applications ** Explain the characteristics of the term ‘social media’ ** Identify different types of social-media tools and applications ** Illustrate some of the issues associated with the use of social media tools and applications * Compare different types of social media tools and applications ** Select one social media type to review ** Review the most popular tools, and applications, within that social media type ** Itemise the benefits across a range of the most popular tools and applications ** Select the most appropriate social media tool or application * Set up and use, popular social media tools and applications ** Identify the social media tools and applications available for possible implementation ** Initiate the preferred social media tools, and applications, for use ** Establish the social media interface, using text and file content ** Initiate social networking interaction ** Test and evaluate tools, and applications, for ease of use ** Present the findings == Readings == # [[Wikipedia: Social media]] # [[Wikipedia: Web 2.0]] == Multimedia == # [https://www.youtube.com/watch?v=MpIOClX1jPE YouTube: Social Media in Plain English] # [https://www.youtube.com/watch?v=jQ8J3IHhn8A YouTube: Social Media] == Student Presentations == # [https://www.youtube.com/watch?v=uMhJVDthKmk YouTube: Social Media] # [https://www.youtube.com/watch?v=RqGvokx7Dh0 YouTube: Social Media] == Activities == # Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/social_networking.htm TutorialsPoint: Social Networking]. Based on the information provided, decide which of the following social media sites interest you. # Complete one or more of the following. If you are completing this course as part of a real-world class, consider sharing account information with your classmates, or setting up a class group and/or class hashtag. #* Review [https://www.tutorialspoint.com/social_media_marketing/blogging.htm TutorialsPoint: Blogging]. Research free traditional blogging sites and create a new blog. #* Review [https://www.tutorialspoint.com/social_media_marketing/facebook_marketing.htm TutorialsPoint: Facebook]. If you don't already have a Facebook account, sign up for Facebook and set up your account. #* Review [https://www.tutorialspoint.com/instagram_marketing/index.htm TutorialsPoint: Instagram]. If you don't already have an Instagram account, sign up for Instagram and share photos. #* Review [https://www.learnfree.org/series/linkedin-basics LearnFree: LinkedIn Basics]. If you don't already have a LinkedIn account, sign up for LinkedIn and set up your profile. #* Review [https://www.tutorialspoint.com/social_media_marketing/pinterest_marketing.htm TutorialsPoint: Pinterest]. If you don't already have a Pinterest account, sign up for Pinterest and create a board. #* Review [https://www.tutorialspoint.com/social_media_marketing/google_plus_marketing.htm TutorialsPoint: Google Plus Marketing]. If you don't already have a Google account, sign up for Snapchat and share photos. # Review [https://www.smartinsights.com/social-media-marketing/social-media-strategy/digital-marketing-models-honeycomb-model/ Smart Insights: The Honeycomb model]. Evaluate each of the most popular social media sites (Facebook, Instagram, LinkedIn, Pinterest, Reddit, Snapchat, Tumblr, Twitter, YouTube) based on their level of support for each of the honeycomb framework elements (identity, conversations, sharing, presence, relationships, reputation, groups). Which sites support the full honeycomb framework? Which sites are lacking elements? == Lesson Summary == * Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks.<ref>[[Wikipedia: Social media]]</ref> * Common social media features include:<ref>[[Wikipedia: Social media]]</ref> ** Social media are interactive Web 2.0 Internet-based applications. ** User-generated content and data generated through all online interactions are the lifeblood of social media. ** Users create service-specific profiles for the website or app that are designed and maintained by the social media organization. ** Social media facilitate the development of online social networks by connecting a user's profile with those of other individuals or groups. * Popular social media websites include Facebook, Instagram, LinkedIn, Pinterest, Reddit, Snapchat, Tumblr, Twitter, and YouTube.<ref>[[Wikipedia: Social media]]</ref><ref>[https://www.dreamgrow.com/top-10-social-networking-sites-market-share-of-visits/ DreamGrow: Top 10 Social Networking Sites by Market Share of Visits]</ref><ref>[http://www.smartinsights.com/social-media-marketing/social-media-strategy/new-global-social-media-research/ Smart Insights: Global social media research summary 2017]</ref> * Facebook supports user profiles, friends, message exchange, status updates, photo sharing, software applications, groups, and notifications.<ref>[[Wikipedia: Facebook]]</ref> * Instagram supports photo and video sharing, digital filter application, geotags, hashtags, linking to other Instagram content, and connecting Instagram accounts to other social media profiles.<ref>[[Wikipedia: Instagram]]</ref> * LinkedIn supports user profiles, professional networking, curriculum vitae (CV) / résumé sharing, and connections to other users.<ref>[[Wikipedia: LinkedIn]]</ref> * Pinterest supports sharing and categorization of images using boards, and following other users' boards.<ref>[[Wikipedia: Pinterest]]</ref> * Reddit supports social news aggregation, web content rating, and discussion through text posts and direct links, with users rating submissions.<ref>[[Wikipedia: Reddit]]</ref> * Snapchat supports image and multimedia messaging, with pictures and messages only available for a short time before they become inaccessible.<ref>[[Wikipedia: Snapchat]]</ref> * Tumblr supports microblogging with multimedia and other content, and following other users' blogs.<ref>[[Wikipedia: Tumblr]]</ref> * Twitter supports posting of 280-character messages known as "tweets", and following other users.<ref>[[Wikipedia: Twitter]]</ref> * YouTube supports video-sharing, rating, and following other users' submissions.<ref>[[Wikipedia: YouTube]]</ref> * Social media changes the way individuals and large organizations communicate.<ref>[[Wikipedia: Social media]]</ref> * For content contributors, the benefits of participating in social media have gone beyond simply social sharing to building a reputation and bringing in career opportunities and monetary income.<ref>[[Wikipedia: Social media]]</ref> * Social media operate in a dialogic transmission system (many sources to many receivers). This is in contrast to traditional media which operates under a monologic transmission model (one source to many receivers).<ref>[[Wikipedia: Social media]]</ref> * Social media can help to improve individuals' sense of connectedness with real or online communities and social media can be an effective communication (or marketing) tool for corporations, entrepreneurs, nonprofit organizations, including advocacy groups and political parties and governments.<ref>[[Wikipedia: Social media]]</ref> * Concerns have been raised about possible links between heavy social media use and depression, and issues of cyberbullying, online harassment and "trolling".<ref>[[Wikipedia: Social media]]</ref> * Companies are increasingly using social media monitoring tools to monitor, track, and analyze online conversations on the Web about their brand or products or about related topics of interest.<ref>[[Wikipedia: Social media]]</ref> * Social media services are defined by seven elements known as the "honeycomb framework":<ref>[[Wikipedia: Social media]]</ref> *# Identity - The extent to which users reveal their personal or professional identities. *# Conversations - The extent to which users communicate with other users. *# Sharing - The extent to which users exchange, distribute, and receive content. *# Presence - The extent to which users know if other users are available. *# Relationships - The extent to which users can be connected to other users. *# Reputation - The extent to which users can identify the standing of users. *# Groups - The extent to which users can form communities and sub-communities. * Chatbots and social bots are programmed to mimic natural human interactions such as liking, commenting, following, and unfollowing on social media platforms. The ability for bots to mimic human interaction makes it difficult for participants, marketers, and data analysts to differentiate between human interactions and automated bot interactions.<ref>[[Wikipedia: Social media]]</ref> * Privacy rights advocates warn users on social media about the collection of their personal data. * A Web 2.0 website may allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to the first generation of Web 1.0-era websites where people were limited to the passive viewing of content.<ref>[[Wikipedia: Web 2.0]]</ref> == Key Terms == ;blog :A discussion or informational website published on the World Wide Web consisting of discrete, often informal diary-style text entries.<ref>[[Wikipedia: Blog]]</ref> ;crowdsourcing :Individuals or organizations use contributions from Internet users to obtain needed services or ideas.<ref>[[Wikipedia: Crowdsourcing]]</ref> ;folksonomy :A system in which users apply public tags to online items, typically to aid them in finding those items.<ref>[[Wikipedia: Folksonomy]]</ref> ;instant messaging :A type of online chat that offers real-time text transmission over the Internet.<ref>[[Wikipedia: Instant messaging]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;presence :A status indicator that conveys ability and willingness of a potential communication partner to communicate.<ref>[[Wikipedia: Presence information]]</ref> ;Semantic Web :A common framework that allows data to be shared and reused across application, enterprise, and community boundaries.<ref>[[Wikipedia: Semantic Web]]</ref> ;social networking :An online platform which people use to build social networks or social relations with other people who share similar personal or career interests, activities, backgrounds or real-life connections.<ref>[[Wikipedia: Social networking service]]</ref> ;spim :A type of spam targeting users of instant messaging (IM) services<ref>[[Wikipedia: Messaging spam]]</ref> ;text messaging :The act of composing and sending electronic messages, typically consisting of alphabetic and numeric characters, between two or more users of fixed or portable devices.<ref>[[Wikipedia: Text messaging]]</ref> ;Web 2.0 :Websites that emphasize user-generated content, usability, and interoperability for end users.<ref>[[Wikipedia: Web 2.0]]</ref> ;wiki :A website on which users collaboratively modify content and structure directly from the web browser.<ref>[[Wikipedia: Wiki]]</ref> == Assessments == * Flashcards: [https://quizlet.com/198605055/social-media-flash-cards/ Quizlet: Social Media] * Quiz: [https://quizlet.com/198605055/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Social Media] == See Also == * [[Social Media]] * [https://sproutsocial.com/insights/new-social-media-demographics/ SproutSocial: Social Media Demographics] * [https://www.realsimple.com/work-life/work-life-etiquette/manners/social-media-etiquette RealSimple: Social Media Etiquette] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Social media]] [[Category:Completed resources]] j75v9f1656emw3ozh4eprwjcdoik2it 2814570 2814566 2026-06-08T13:56:09Z Cmiller1137 2395700 /* Activities */ 2814570 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:2021 Facebook icon.svg|right|120px|Facebook]] [[File:YouTube social white squircle.svg|right|120px|YouTube]] [[File:WhatsApp.svg|right|120px|WhatsApp]] [[File:Instagram logo 2016.svg|right|120px|Instagram]] [[File:Snapchat logo.svg|right|120px|Snapchat]] [[File:Twitter-logo.svg|right|120px|Twitter]] [[File:Snoo.svg|right|120px|Reddit]] [[File:Pinterest Shiny Icon.svg|right|120px|Pinterest]] [[File:Linkedin.svg|right|120px|LinkedIn]] Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks.<ref>[[Wikipedia: Social media]]</ref> This lesson introduces social media and social networking. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB201 Training.gov.au: ICTWEB201 - Use social media tools for collaboration and engagement ]</ref> * Define essential social networking and Web 2.0 concepts. * Describe the different types of social media tools and applications ** Explain the characteristics of the term ‘social media’ ** Identify different types of social-media tools and applications ** Illustrate some of the issues associated with the use of social media tools and applications * Compare different types of social media tools and applications ** Select one social media type to review ** Review the most popular tools, and applications, within that social media type ** Itemise the benefits across a range of the most popular tools and applications ** Select the most appropriate social media tool or application * Set up and use, popular social media tools and applications ** Identify the social media tools and applications available for possible implementation ** Initiate the preferred social media tools, and applications, for use ** Establish the social media interface, using text and file content ** Initiate social networking interaction ** Test and evaluate tools, and applications, for ease of use ** Present the findings == Readings == # [[Wikipedia: Social media]] # [[Wikipedia: Web 2.0]] == Multimedia == # [https://www.youtube.com/watch?v=MpIOClX1jPE YouTube: Social Media in Plain English] # [https://www.youtube.com/watch?v=jQ8J3IHhn8A YouTube: Social Media] == Student Presentations == # [https://www.youtube.com/watch?v=uMhJVDthKmk YouTube: Social Media] # [https://www.youtube.com/watch?v=RqGvokx7Dh0 YouTube: Social Media] == Activities == # Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/social_networking.htm TutorialsPoint: Social Networking]. Based on the information provided, decide which of the following social media sites interest you. # Complete one or more of the following. If you are completing this course as part of a real-world class, consider sharing account information with your classmates, or setting up a class group and/or class hashtag. #* Review [https://www.tutorialspoint.com/social_media_marketing/blogging.htm TutorialsPoint: Blogging]. Research free traditional blogging sites and create a new blog. #* Review [https://www.tutorialspoint.com/social_media_marketing/facebook_marketing.htm TutorialsPoint: Facebook]. If you don't already have a Facebook account, sign up for Facebook and set up your account. #* Review [https://www.tutorialspoint.com/instagram_marketing/index.htm TutorialsPoint: Instagram]. If you don't already have an Instagram account, sign up for Instagram and share photos. #* Review [https://www.learnfree.org/series/linkedin-basics LearnFree: LinkedIn Basics]. If you don't already have a LinkedIn account, sign up for LinkedIn and set up your profile. #* Review [https://www.tutorialspoint.com/social_media_marketing/pinterest_marketing.htm TutorialsPoint: Pinterest]. If you don't already have a Pinterest account, sign up for Pinterest and create a board. #* Review [https://www.tutorialspoint.com/social_media_marketing/google_plus_marketing.htm TutorialsPoint: Google Plus Marketing]. If you don't already have a Google account, sign up for Snapchat and share photos. #* Review [https://www.tutorialspoint.com/social_media_marketing/video_marketing.htm TutorialsPoint: Video Market]. If you don't already have a YouTube, sign up for YouTube and share video. # Review [https://www.smartinsights.com/social-media-marketing/social-media-strategy/digital-marketing-models-honeycomb-model/ Smart Insights: The Honeycomb model]. Evaluate each of the most popular social media sites (Facebook, Instagram, LinkedIn, Pinterest, Reddit, Snapchat, Tumblr, Twitter, YouTube) based on their level of support for each of the honeycomb framework elements (identity, conversations, sharing, presence, relationships, reputation, groups). Which sites support the full honeycomb framework? Which sites are lacking elements? == Lesson Summary == * Social media are computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks.<ref>[[Wikipedia: Social media]]</ref> * Common social media features include:<ref>[[Wikipedia: Social media]]</ref> ** Social media are interactive Web 2.0 Internet-based applications. ** User-generated content and data generated through all online interactions are the lifeblood of social media. ** Users create service-specific profiles for the website or app that are designed and maintained by the social media organization. ** Social media facilitate the development of online social networks by connecting a user's profile with those of other individuals or groups. * Popular social media websites include Facebook, Instagram, LinkedIn, Pinterest, Reddit, Snapchat, Tumblr, Twitter, and YouTube.<ref>[[Wikipedia: Social media]]</ref><ref>[https://www.dreamgrow.com/top-10-social-networking-sites-market-share-of-visits/ DreamGrow: Top 10 Social Networking Sites by Market Share of Visits]</ref><ref>[http://www.smartinsights.com/social-media-marketing/social-media-strategy/new-global-social-media-research/ Smart Insights: Global social media research summary 2017]</ref> * Facebook supports user profiles, friends, message exchange, status updates, photo sharing, software applications, groups, and notifications.<ref>[[Wikipedia: Facebook]]</ref> * Instagram supports photo and video sharing, digital filter application, geotags, hashtags, linking to other Instagram content, and connecting Instagram accounts to other social media profiles.<ref>[[Wikipedia: Instagram]]</ref> * LinkedIn supports user profiles, professional networking, curriculum vitae (CV) / résumé sharing, and connections to other users.<ref>[[Wikipedia: LinkedIn]]</ref> * Pinterest supports sharing and categorization of images using boards, and following other users' boards.<ref>[[Wikipedia: Pinterest]]</ref> * Reddit supports social news aggregation, web content rating, and discussion through text posts and direct links, with users rating submissions.<ref>[[Wikipedia: Reddit]]</ref> * Snapchat supports image and multimedia messaging, with pictures and messages only available for a short time before they become inaccessible.<ref>[[Wikipedia: Snapchat]]</ref> * Tumblr supports microblogging with multimedia and other content, and following other users' blogs.<ref>[[Wikipedia: Tumblr]]</ref> * Twitter supports posting of 280-character messages known as "tweets", and following other users.<ref>[[Wikipedia: Twitter]]</ref> * YouTube supports video-sharing, rating, and following other users' submissions.<ref>[[Wikipedia: YouTube]]</ref> * Social media changes the way individuals and large organizations communicate.<ref>[[Wikipedia: Social media]]</ref> * For content contributors, the benefits of participating in social media have gone beyond simply social sharing to building a reputation and bringing in career opportunities and monetary income.<ref>[[Wikipedia: Social media]]</ref> * Social media operate in a dialogic transmission system (many sources to many receivers). This is in contrast to traditional media which operates under a monologic transmission model (one source to many receivers).<ref>[[Wikipedia: Social media]]</ref> * Social media can help to improve individuals' sense of connectedness with real or online communities and social media can be an effective communication (or marketing) tool for corporations, entrepreneurs, nonprofit organizations, including advocacy groups and political parties and governments.<ref>[[Wikipedia: Social media]]</ref> * Concerns have been raised about possible links between heavy social media use and depression, and issues of cyberbullying, online harassment and "trolling".<ref>[[Wikipedia: Social media]]</ref> * Companies are increasingly using social media monitoring tools to monitor, track, and analyze online conversations on the Web about their brand or products or about related topics of interest.<ref>[[Wikipedia: Social media]]</ref> * Social media services are defined by seven elements known as the "honeycomb framework":<ref>[[Wikipedia: Social media]]</ref> *# Identity - The extent to which users reveal their personal or professional identities. *# Conversations - The extent to which users communicate with other users. *# Sharing - The extent to which users exchange, distribute, and receive content. *# Presence - The extent to which users know if other users are available. *# Relationships - The extent to which users can be connected to other users. *# Reputation - The extent to which users can identify the standing of users. *# Groups - The extent to which users can form communities and sub-communities. * Chatbots and social bots are programmed to mimic natural human interactions such as liking, commenting, following, and unfollowing on social media platforms. The ability for bots to mimic human interaction makes it difficult for participants, marketers, and data analysts to differentiate between human interactions and automated bot interactions.<ref>[[Wikipedia: Social media]]</ref> * Privacy rights advocates warn users on social media about the collection of their personal data. * A Web 2.0 website may allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to the first generation of Web 1.0-era websites where people were limited to the passive viewing of content.<ref>[[Wikipedia: Web 2.0]]</ref> == Key Terms == ;blog :A discussion or informational website published on the World Wide Web consisting of discrete, often informal diary-style text entries.<ref>[[Wikipedia: Blog]]</ref> ;crowdsourcing :Individuals or organizations use contributions from Internet users to obtain needed services or ideas.<ref>[[Wikipedia: Crowdsourcing]]</ref> ;folksonomy :A system in which users apply public tags to online items, typically to aid them in finding those items.<ref>[[Wikipedia: Folksonomy]]</ref> ;instant messaging :A type of online chat that offers real-time text transmission over the Internet.<ref>[[Wikipedia: Instant messaging]]</ref> ;netiquette :The rules of etiquette that apply when communicating over the Internet or social networks or devices.<ref>[[Wikipedia: Etiquette in technology]]</ref> ;presence :A status indicator that conveys ability and willingness of a potential communication partner to communicate.<ref>[[Wikipedia: Presence information]]</ref> ;Semantic Web :A common framework that allows data to be shared and reused across application, enterprise, and community boundaries.<ref>[[Wikipedia: Semantic Web]]</ref> ;social networking :An online platform which people use to build social networks or social relations with other people who share similar personal or career interests, activities, backgrounds or real-life connections.<ref>[[Wikipedia: Social networking service]]</ref> ;spim :A type of spam targeting users of instant messaging (IM) services<ref>[[Wikipedia: Messaging spam]]</ref> ;text messaging :The act of composing and sending electronic messages, typically consisting of alphabetic and numeric characters, between two or more users of fixed or portable devices.<ref>[[Wikipedia: Text messaging]]</ref> ;Web 2.0 :Websites that emphasize user-generated content, usability, and interoperability for end users.<ref>[[Wikipedia: Web 2.0]]</ref> ;wiki :A website on which users collaboratively modify content and structure directly from the web browser.<ref>[[Wikipedia: Wiki]]</ref> == Assessments == * Flashcards: [https://quizlet.com/198605055/social-media-flash-cards/ Quizlet: Social Media] * Quiz: [https://quizlet.com/198605055/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Social Media] == See Also == * [[Social Media]] * [https://sproutsocial.com/insights/new-social-media-demographics/ SproutSocial: Social Media Demographics] * [https://www.realsimple.com/work-life/work-life-etiquette/manners/social-media-etiquette RealSimple: Social Media Etiquette] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Social media]] [[Category:Completed resources]] 8j86el0tuv6e8zz49i8i07dh1a3miv9 0 216130 2814563 2406820 2026-06-08T13:40:32Z Cmiller1137 2395700 /* Readings */ 2814563 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Bitmap VS SVG.svg|right|240px|Raster vs. Vector]] [[File:GIMP Icon.svg|right|120px|GIMP]] [[File:Inkscape Logo.svg|right|100px|Inkscape]] [[File:HTML5 video icon.svg|right|100px|HTML5 Video]] [[File:HTML5 audio icon.svg|right|100px|HTML5 Audio]] Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> This lesson introduces computer graphics, including raster and vector graphics, and web multimedia audio and video content. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web]</ref> * Understand how to add existing graphics and multimedia to web pages. * Create and use simple graphic images and multimedia files. * Determine the client requirements ** Access and interpret the client brief to determine client needs ** Analyse client needs with regard to image content, quality and size * Source the images ** Research the appropriate sources of images, to meet a range of needs ** Source the images appropriate to meet the needs, taking into consideration copyright restrictions * Manipulate the images ** Select the appropriate industry-standard, image-editing software for the purpose ** Create backups of the assets to be used ** Use features of the image-editing software, to create a range of effects appropriate to client needs and web application ** Edit, resize, and slice images for use in web applications, as required to meet client needs * Save the images ** Save the images, maintaining their individual effects ** Save the images in formats appropriate for use in web applications, and to client needs ** Save the images in the appropriate directory structure * Demonstrate ways to communicate effectively using Internet technology. * Conduct a Webcast and related services. * Represent technical issues to a non-technical audience. == Readings == # [[Wikipedia: Computer graphics]] # [[Wikipedia: Raster graphics]] # [[Wikipedia: Vector graphics]] # [[Wikipedia: Multimedia]] # [[Wikipedia: Streaming media]] # [[Wikipedia: Screencast]] # [https://www.w3schools.com/tags/tag_iframe.ASP W3Schools.com: HTML iframe tag] # [https://www.w3schools.com/html/html_youtube.asp W3Schools.com: HTML YouTube Videos] # [https://webaim.org/resources/contrastchecker/ WebAim: Webaim Contrast Checker] # [https://www.learnfree.org/challenges/photoshop-basics LearnFree: Photoshop Basics] == Multimedia == # [https://www.youtube.com/watch?v=XI0rf2r-dx8 YouTube: Bitmap and Vector Graphics: What's the Difference?] # [https://www.youtube.com/watch?v=-c29NuokkOk YouTube: PIXLR 101-1. Getting Started] # [https://www.youtube.com/watch?v=WAA3XSCjCus YouTube: Picozu Tutorial] # [https://www.youtube.com/watch?v=Q8C0LJPpr64 YouTube: How to Use GIMP (Beginners Guide)] # [https://www.youtube.com/watch?v=r9WLZgfr-NQ YouTube: Inkscape for Beginners: Infinite Loop Icon] # [https://youtu.be/H-6gxvBBEiw?t=70 YouTube: Record Your Computer Screen With VLC] # [https://www.youtube.com/watch?v=OPda7mPdRsU YouTube: Make Videos with Your Phone] # [https://www.youtube.com/watch?v=cO4ahYjjEno YouTube: HTML5 Video Tag Introduction] # [https://www.youtube.com/watch?v=CdKUtZIDzEg YouTube: HTML - Audio Player] == Student Presentations == # [https://www.youtube.com/watch?v=94hzpTt5iho YouTube: Graphics] # [https://www.youtube.com/watch?v=wpoe5k0wfRE YouTube: Uploading Raster Graphics to Bitbucket using Insomnia] # [https://www.youtube.com/watch?v=33Wa-OQjrss&feature=youtu.be YouTube: SVG Graphics] == Activities == # Create and use raster graphics. #* Review [[Wikipedia: Raster graphics]]. Use a free, web-based image editor, such as [https://www.picozu.com/editor/ Picozu: Image Editor] or [https://pixlr.com/editor/ Pixlr: Editor], to create a new raster image. #* Review [[Wikipedia: GIMP]]. Download and install GIMP and use it to create a new raster image for your web page. See [https://www.gimp.org/tutorials/ GIMP: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a raster image to the web page you created in the previous lesson. # Create and use vector graphics. #* Review [[Wikipedia: Vector graphics]]. Complete the [https://vectr.com/lessons/getting_started Vectr.com: Vector graphics tutorial] and create a new vector graphics image. #* Review [[Wikipedia: Inkscape]]. Download and install Inkscape and use it to create a new vector graphics image for your web page. See [https://inkscape.org/en/learn/tutorials/ Inkscape: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a vector graphics image to the web page you created in the previous lesson. # Use multimedia. #* Complete the tutorial [http://www.gcflearnfree.org/youtube/ GCFLearnFree: YouTube]. #* Review [[Wikipedia: VLC media player]]. Download and install VLC media player and use it to play multimedia video and audio files. # Create multimedia. #* Review [http://www.wikihow.com/Screen-Capture-to-File-Using-VLC WikiHow: How to Screen Capture to File Using VLC] or [https://www.howtogeek.com/120202/how-to-record-your-desktop-to-a-file-or-stream-it-over-the-internet-with-vlc/ HowToGeek: How to Record Your Desktop to a File or Stream It over the Internet]. #* Use VLC or another screen capture program to capture a video of your desktop as you demonstrate something you've learned in this course, or record a similar video using a computer webcam, tablet, or smart phone. #* Review [https://support.google.com/youtube/?hl=en#topic=4355169 Google: YouTube Help Center] and upload your screencast or video to YouTube. # Add multimedia to a web page. #* Review [https://www.w3schools.com/html/html_youtube.asp W3Schools: HTML YouTube Videos]. Add your YouTube video to the web page you created in the previous lesson. #* Review [https://www.w3schools.com/html/html_media.asp W3Schools: HTML Multimedia] and [https://www.w3schools.com/html/html5_video.asp W3Schools: HTML5 Video]. Add a video element to your web page. #* Review [https://www.w3schools.com/html/html5_audio.asp W3Schools: HTML5 Audio]. Add an audio element to your web page. == Lesson Summary == * Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer animation is the art of creating moving images via the use of computers.<ref>[[Wikipedia: Computer graphics]]</ref> * A raster graphics or bitmap image is a dot matrix data structure, representing a generally rectangular grid of pixels, or points of color, viewable via a monitor, paper, or other display medium.<ref>[[Wikipedia: Raster graphics]]</ref> * Raster graphics are resolution dependent, meaning they cannot scale up to an arbitrary resolution without loss of apparent quality.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector graphics is the use of polygons to represent images in computer graphics.<ref>[[Wikipedia: Vector graphics]]</ref> * Vector art is ideal for printing since the art is made from a series of mathematical curves, it will print very crisply even when resized.<ref>[[Wikipedia: Vector graphics]]</ref> * Raster-based image editors, such as Painter, Photoshop, Paint.NET, MS Paint, and GIMP, revolve around editing pixels.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector-based image editors, such as Xfig, CorelDRAW, Adobe Illustrator, or Inkscape, revolve around editing lines and shapes (vectors).<ref>[[Wikipedia: Raster graphics]]</ref> * The <code>&lt;img&gt;</code> element is used to insert an image into an HTML page. The <code>src</code> attribute specifies the image URL. The required <code>alt</code> attribute provides alternative text in case the image cannot be displayed.<ref>[[Wikipedia: HTML]]</ref> * A typical <code>img</code> element includes:<ref>[[Wikipedia: HTML]]</ref> <blockquote> <syntaxhighlight lang="HTML"> <img src="example.jpg" alt="Alternate text that describes the image."> </syntaxhighlight> </blockquote> * Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia can be recorded and played, displayed, interacted with or accessed by information content processing devices, such as computerized and electronic devices.<ref>[[Wikipedia: Multimedia]]</ref> * The term "rich media" is synonymous with interactive multimedia.<ref>[[Wikipedia: Multimedia]]</ref> * Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.<ref>[[Wikipedia: Multimedia]]</ref> * Enhanced levels of interactivity are made possible by combining multiple forms of media content. Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over time.<ref>[[Wikipedia: Multimedia]]</ref> * In addition to seeing and hearing, haptic technology enables virtual objects to be felt. Emerging technology involving illusions of taste and smell may also enhance the multimedia experience.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia may be broadly divided into linear and non-linear categories:<ref>[[Wikipedia: Multimedia]]</ref> **Linear active content progresses often without any navigational control for the viewer such as a cinema presentation ** Non-linear uses interactivity to control progress as with a video game or self-paced computer-based training. Hypermedia is an example of non-linear content. *Multimedia presentations can be live or recorded:<ref>[[Wikipedia: Multimedia]]</ref> ** A recorded presentation may allow interactivity via a navigation system ** A live multimedia presentation may allow interactivity via an interaction with the presenter or performer. * Multimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial temporal applications.<ref>[[Wikipedia: Multimedia]]</ref> * Streaming media is multimedia that is constantly received by and presented to an end-user while being delivered by a provider. A client end-user can use their media player to begin to play the data file (such as a digital file of a movie or song) before the entire file has been transmitted.<ref>[[Wikipedia: Streaming media]]</ref> * Live streaming refers to Internet content delivered in real-time, as events happen.<ref>[[Wikipedia: Streaming media]]</ref> * There are challenges with streaming content on the Internet. If the user does not have enough bandwidth in their Internet connection, they may experience stops in the content and some users may not be able to stream certain content due to not having compatible computer or software systems.<ref>[[Wikipedia: Streaming media]]</ref> * The <code>&lt;audio&gt;</code> element represents a sound, or an audio stream.<ref>[[Wikipedia: HTML5 Audio]]</ref> * A typical <code>audio</code> element includes:<ref>[[Wikipedia: HTML5 Audio]]</ref> <blockquote> <syntaxhighlight lang="html5"> <audio controls> <source src="example.mp4" type='audio/mp4' /> <source src="example.oga" type='audio/ogg; codecs=vorbis' /> <p>Your user agent does not support the HTML5 Audio element.</p> </audio> </syntaxhighlight> </blockquote> * Supported <code>audio</code> types include PCM (WAV), MP3, AAC (MP4, ADTS), Vorbis (Ogg, WebM), Opus (Ogg, WebM), and FLAC (FLAC, Ogg).<ref>[[Wikipedia: HTML5 Audio]]</ref> * The <code>&lt;video&gt;</code> element plays videos.<ref>[[Wikipedia: HTML5 video]]</ref> * A typical <code>video</code> element includes:<ref>[[Wikipedia: HTML5 video]]</ref> <blockquote> <syntaxhighlight lang="html5"> <video poster="movie.jpg" controls> <source src="example.webm" type='video/webm; codecs="vp8.0, vorbis"'> <source src="example.ogv" type='video/ogg; codecs="theora, vorbis"'> <source src="example.mp4" type='video/mp4; codecs="avc1.4D401E, mp4a.40.2"'> <p>Your user agent does not support the HTML5 video tag.</p> </video> </syntaxhighlight> </blockquote> * Supported <code>video</code> types include MP4, Ogg, and WebM.<ref>[https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats]</ref> == Key Terms == ;AIFF (Audio Interchange File Format) :An audio file format standard developed by Apple and used for storing sound data for personal computers and other electronic audio devices.<ref>[[Wikipedia: Audio Interchange File Format]]</ref> ;AVI (Audio Video Interleave) :A multimedia container format introduced by Microsoft as part of its Video for Windows software.<ref>[[Wikipedia: Audio Video Interleave]]</ref> ;CGI (computer-generated imagery) :The application of computer graphics to create or contribute to images in art, printed media, video games, films, television programs, shorts, commercials, videos, and simulators.<ref>[[Wikipedia: Computer-generated imagery]]</ref> ;codec :A device or computer program for encoding or decoding a digital data stream or signal.<ref>[[Wikipedia: Codec]]</ref> ;GIF (Graphics Interchange Format) :A raster graphics file format that uses lossless compression and supports interlacing and animation.<ref>[[Wikipedia: GIF]]</ref> ;haptic technology :Creates a sense of touch by applying forces, vibrations, or motions to the user.<ref>[[Wikipedia: Haptic technology]]</ref> ;JPEG :A raster graphics file format that uses lossy compression.<ref>[[Wikipedia: JPEG]]</ref> ;lossless compression :Data encoding methods that allow the original data to be perfectly reconstructed from the compressed data.<ref>[[Wikipedia: Lossless compression]]</ref> ;lossy compression :Data encoding methods that use inexact approximations and partial data discarding to represent the content.<ref>[[Wikipedia: Lossy compression]]</ref> ;MIDI (Musical Instrument Digital Interface) :A technical standard that describes a protocol, digital interface, and connectors and allows a wide variety of electronic musical instruments, computers and other related devices to connect and communicate with one another.<ref>[[Wikipedia: MIDI]]</ref> ;MOV (Quicktime Movie) :A computer file format used natively by the Apple QuickTime multimedia framework.<ref>[[Wikipedia: QuickTime File Format]]</ref> ;MPEG (Moving Picture Experts Group) :A working group of authorities that was formed by ISO and IEC to set standards for audio and video compression and transmission.<ref>[[Wikipedia: Moving Picture Experts Group]]</ref> ;MP3 (MPEG-1 Audio Layer3) :An audio coding format for digital audio developed by the Moving Picture Experts Group that uses a form of lossy data compression.<ref>[[Wikipedia: MP3]]</ref> ;MP4 (MPEG-4 Part 14) :A digital multimedia container format most commonly used to store video and audio, which allows streaming over the Internet.<ref>[[Wikipedia: MPEG-4 Part 14]]</ref> ;OGG :A free, open container format maintained by the Xiph.Org Foundation that is unrestricted by software patents and is designed to provide for efficient streaming and manipulation of high quality digital multimedia.<ref>[[Wikipedia: Ogg]]</ref> ;pixel (picture element) :A single point in a raster image.<ref>[[Wikipedia: Computer graphics]]</ref> ;PNG (Portable Network Graphics) :A raster graphics file format that uses lossless data compression and supports interlacing but not animation.<ref>[[Wikipedia: Portable Network Graphics]]</ref> ;podcast :An episodic series of digital audio files which a user can download and listen to.<ref>[[Wikipedia: Podcast]]</ref> ;screencast :A digital recording of computer screen output, often containing audio narration.<ref>[[Wikipedia: Screencast]]</ref> ;streaming media :Multimedia that is constantly received by and presented to an end-user while being delivered by a provider.<ref>[[Wikipedia: Streaming media]]</ref> ;SVG (Scalable Vector Graphics) :A vector graphics file format defined using XML text files.<ref>[[Wikipedia: Scalable Vector Graphics]]</ref> ;TIFF (Tagged Image File Format) :A raster graphics file format that uses lossless compression but does not support interlacing or animation.<ref>[[Wikipedia: TIFF]]</ref> ;WAV (Waveform) :An audio file format standard developed by Microsoft and IBM for storing an audio bitstream on PCs.<ref>[[Wikipedia: WAV]]</ref> ;webcast :A media presentation distributed over the Internet using streaming media technology to distribute a single content source to many simultaneous listeners/viewers.<ref>[[Wikipedia: Webcast]]</ref> == Assessments == * Flashcards: [https://quizlet.com/285371387/lesson-5-multimedia-on-the-web-flash-cards/ Quizlet: Multimedia on the Web] * Quiz: [https://quizlet.com/285371387/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Multimedia on the Web] == See Also == * [https://www.w3.org/wiki/HTML/Elements/audio W3.org: Audio Element] * [https://www.w3.org/wiki/HTML/Elements/video W3.org: Video Element] * [https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats] * [http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web] * [http://training.gov.au/Training/Details/ICTWEB412 Training.gov.au: ICTWEB412 - Produce interactive web animation] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Graphics]] [[Category:Multimedia]] [[Category:Completed resources]] ph84h2ugccka0jakxquvfqmx5l72tj5 2814607 2814563 2026-06-08T14:41:44Z Cmiller1137 2395700 /* Activities */ 2814607 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Bitmap VS SVG.svg|right|240px|Raster vs. Vector]] [[File:GIMP Icon.svg|right|120px|GIMP]] [[File:Inkscape Logo.svg|right|100px|Inkscape]] [[File:HTML5 video icon.svg|right|100px|HTML5 Video]] [[File:HTML5 audio icon.svg|right|100px|HTML5 Audio]] Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> This lesson introduces computer graphics, including raster and vector graphics, and web multimedia audio and video content. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web]</ref> * Understand how to add existing graphics and multimedia to web pages. * Create and use simple graphic images and multimedia files. * Determine the client requirements ** Access and interpret the client brief to determine client needs ** Analyse client needs with regard to image content, quality and size * Source the images ** Research the appropriate sources of images, to meet a range of needs ** Source the images appropriate to meet the needs, taking into consideration copyright restrictions * Manipulate the images ** Select the appropriate industry-standard, image-editing software for the purpose ** Create backups of the assets to be used ** Use features of the image-editing software, to create a range of effects appropriate to client needs and web application ** Edit, resize, and slice images for use in web applications, as required to meet client needs * Save the images ** Save the images, maintaining their individual effects ** Save the images in formats appropriate for use in web applications, and to client needs ** Save the images in the appropriate directory structure * Demonstrate ways to communicate effectively using Internet technology. * Conduct a Webcast and related services. * Represent technical issues to a non-technical audience. == Readings == # [[Wikipedia: Computer graphics]] # [[Wikipedia: Raster graphics]] # [[Wikipedia: Vector graphics]] # [[Wikipedia: Multimedia]] # [[Wikipedia: Streaming media]] # [[Wikipedia: Screencast]] # [https://www.w3schools.com/tags/tag_iframe.ASP W3Schools.com: HTML iframe tag] # [https://www.w3schools.com/html/html_youtube.asp W3Schools.com: HTML YouTube Videos] # [https://webaim.org/resources/contrastchecker/ WebAim: Webaim Contrast Checker] # [https://www.learnfree.org/challenges/photoshop-basics LearnFree: Photoshop Basics] == Multimedia == # [https://www.youtube.com/watch?v=XI0rf2r-dx8 YouTube: Bitmap and Vector Graphics: What's the Difference?] # [https://www.youtube.com/watch?v=-c29NuokkOk YouTube: PIXLR 101-1. Getting Started] # [https://www.youtube.com/watch?v=WAA3XSCjCus YouTube: Picozu Tutorial] # [https://www.youtube.com/watch?v=Q8C0LJPpr64 YouTube: How to Use GIMP (Beginners Guide)] # [https://www.youtube.com/watch?v=r9WLZgfr-NQ YouTube: Inkscape for Beginners: Infinite Loop Icon] # [https://youtu.be/H-6gxvBBEiw?t=70 YouTube: Record Your Computer Screen With VLC] # [https://www.youtube.com/watch?v=OPda7mPdRsU YouTube: Make Videos with Your Phone] # [https://www.youtube.com/watch?v=cO4ahYjjEno YouTube: HTML5 Video Tag Introduction] # [https://www.youtube.com/watch?v=CdKUtZIDzEg YouTube: HTML - Audio Player] == Student Presentations == # [https://www.youtube.com/watch?v=94hzpTt5iho YouTube: Graphics] # [https://www.youtube.com/watch?v=wpoe5k0wfRE YouTube: Uploading Raster Graphics to Bitbucket using Insomnia] # [https://www.youtube.com/watch?v=33Wa-OQjrss&feature=youtu.be YouTube: SVG Graphics] == Activities == # Create and use raster graphics. #* Review [[Wikipedia: Raster graphics]]. Use a free, web-based image editor, such as [https://www.picozu.com/editor/ Picozu: Image Editor] or [https://pixlr.com/editor/ Pixlr: Editor], to create a new raster image. #* Review [[Wikipedia: GIMP]]. Download and install GIMP and use it to create a new raster image for your web page. See [https://www.gimp.org/tutorials/ GIMP: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a raster image to the web page you created in the previous lesson. # Create and use vector graphics. #* Review [[Wikipedia: Vector graphics]]. Complete the [https://vectr.com/lessons/getting_started Vectr.com: Vector graphics tutorial] and create a new vector graphics image. #* Review [[Wikipedia: Inkscape]]. Download and install Inkscape and use it to create a new vector graphics image for your web page. See [https://inkscape.org/en/learn/tutorials/ Inkscape: Tutorials] for tutorials. #* Review [https://guides.library.ucsc.edu/DS/Resources/IntroductionToCanva Canva: Canva Basics]. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a vector graphics image to the web page you created in the previous lesson. # Use multimedia. #* Complete the tutorial [http://www.gcflearnfree.org/youtube/ GCFLearnFree: YouTube]. #* Review [[Wikipedia: VLC media player]]. Download and install VLC media player and use it to play multimedia video and audio files. # Create multimedia. #* Review [http://www.wikihow.com/Screen-Capture-to-File-Using-VLC WikiHow: How to Screen Capture to File Using VLC] or [https://www.howtogeek.com/120202/how-to-record-your-desktop-to-a-file-or-stream-it-over-the-internet-with-vlc/ HowToGeek: How to Record Your Desktop to a File or Stream It over the Internet]. #* Use VLC or another screen capture program to capture a video of your desktop as you demonstrate something you've learned in this course, or record a similar video using a computer webcam, tablet, or smart phone. #* Review [https://support.google.com/youtube/?hl=en#topic=4355169 Google: YouTube Help Center] and upload your screencast or video to YouTube. # Add multimedia to a web page. #* Review [https://www.w3schools.com/html/html_youtube.asp W3Schools: HTML YouTube Videos]. Add your YouTube video to the web page you created in the previous lesson. #* Review [https://www.w3schools.com/html/html_media.asp W3Schools: HTML Multimedia] and [https://www.w3schools.com/html/html5_video.asp W3Schools: HTML5 Video]. Add a video element to your web page. #* Review [https://www.w3schools.com/html/html5_audio.asp W3Schools: HTML5 Audio]. Add an audio element to your web page. == Lesson Summary == * Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer animation is the art of creating moving images via the use of computers.<ref>[[Wikipedia: Computer graphics]]</ref> * A raster graphics or bitmap image is a dot matrix data structure, representing a generally rectangular grid of pixels, or points of color, viewable via a monitor, paper, or other display medium.<ref>[[Wikipedia: Raster graphics]]</ref> * Raster graphics are resolution dependent, meaning they cannot scale up to an arbitrary resolution without loss of apparent quality.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector graphics is the use of polygons to represent images in computer graphics.<ref>[[Wikipedia: Vector graphics]]</ref> * Vector art is ideal for printing since the art is made from a series of mathematical curves, it will print very crisply even when resized.<ref>[[Wikipedia: Vector graphics]]</ref> * Raster-based image editors, such as Painter, Photoshop, Paint.NET, MS Paint, and GIMP, revolve around editing pixels.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector-based image editors, such as Xfig, CorelDRAW, Adobe Illustrator, or Inkscape, revolve around editing lines and shapes (vectors).<ref>[[Wikipedia: Raster graphics]]</ref> * The <code>&lt;img&gt;</code> element is used to insert an image into an HTML page. The <code>src</code> attribute specifies the image URL. The required <code>alt</code> attribute provides alternative text in case the image cannot be displayed.<ref>[[Wikipedia: HTML]]</ref> * A typical <code>img</code> element includes:<ref>[[Wikipedia: HTML]]</ref> <blockquote> <syntaxhighlight lang="HTML"> <img src="example.jpg" alt="Alternate text that describes the image."> </syntaxhighlight> </blockquote> * Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia can be recorded and played, displayed, interacted with or accessed by information content processing devices, such as computerized and electronic devices.<ref>[[Wikipedia: Multimedia]]</ref> * The term "rich media" is synonymous with interactive multimedia.<ref>[[Wikipedia: Multimedia]]</ref> * Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.<ref>[[Wikipedia: Multimedia]]</ref> * Enhanced levels of interactivity are made possible by combining multiple forms of media content. Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over time.<ref>[[Wikipedia: Multimedia]]</ref> * In addition to seeing and hearing, haptic technology enables virtual objects to be felt. Emerging technology involving illusions of taste and smell may also enhance the multimedia experience.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia may be broadly divided into linear and non-linear categories:<ref>[[Wikipedia: Multimedia]]</ref> **Linear active content progresses often without any navigational control for the viewer such as a cinema presentation ** Non-linear uses interactivity to control progress as with a video game or self-paced computer-based training. Hypermedia is an example of non-linear content. *Multimedia presentations can be live or recorded:<ref>[[Wikipedia: Multimedia]]</ref> ** A recorded presentation may allow interactivity via a navigation system ** A live multimedia presentation may allow interactivity via an interaction with the presenter or performer. * Multimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial temporal applications.<ref>[[Wikipedia: Multimedia]]</ref> * Streaming media is multimedia that is constantly received by and presented to an end-user while being delivered by a provider. A client end-user can use their media player to begin to play the data file (such as a digital file of a movie or song) before the entire file has been transmitted.<ref>[[Wikipedia: Streaming media]]</ref> * Live streaming refers to Internet content delivered in real-time, as events happen.<ref>[[Wikipedia: Streaming media]]</ref> * There are challenges with streaming content on the Internet. If the user does not have enough bandwidth in their Internet connection, they may experience stops in the content and some users may not be able to stream certain content due to not having compatible computer or software systems.<ref>[[Wikipedia: Streaming media]]</ref> * The <code>&lt;audio&gt;</code> element represents a sound, or an audio stream.<ref>[[Wikipedia: HTML5 Audio]]</ref> * A typical <code>audio</code> element includes:<ref>[[Wikipedia: HTML5 Audio]]</ref> <blockquote> <syntaxhighlight lang="html5"> <audio controls> <source src="example.mp4" type='audio/mp4' /> <source src="example.oga" type='audio/ogg; codecs=vorbis' /> <p>Your user agent does not support the HTML5 Audio element.</p> </audio> </syntaxhighlight> </blockquote> * Supported <code>audio</code> types include PCM (WAV), MP3, AAC (MP4, ADTS), Vorbis (Ogg, WebM), Opus (Ogg, WebM), and FLAC (FLAC, Ogg).<ref>[[Wikipedia: HTML5 Audio]]</ref> * The <code>&lt;video&gt;</code> element plays videos.<ref>[[Wikipedia: HTML5 video]]</ref> * A typical <code>video</code> element includes:<ref>[[Wikipedia: HTML5 video]]</ref> <blockquote> <syntaxhighlight lang="html5"> <video poster="movie.jpg" controls> <source src="example.webm" type='video/webm; codecs="vp8.0, vorbis"'> <source src="example.ogv" type='video/ogg; codecs="theora, vorbis"'> <source src="example.mp4" type='video/mp4; codecs="avc1.4D401E, mp4a.40.2"'> <p>Your user agent does not support the HTML5 video tag.</p> </video> </syntaxhighlight> </blockquote> * Supported <code>video</code> types include MP4, Ogg, and WebM.<ref>[https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats]</ref> == Key Terms == ;AIFF (Audio Interchange File Format) :An audio file format standard developed by Apple and used for storing sound data for personal computers and other electronic audio devices.<ref>[[Wikipedia: Audio Interchange File Format]]</ref> ;AVI (Audio Video Interleave) :A multimedia container format introduced by Microsoft as part of its Video for Windows software.<ref>[[Wikipedia: Audio Video Interleave]]</ref> ;CGI (computer-generated imagery) :The application of computer graphics to create or contribute to images in art, printed media, video games, films, television programs, shorts, commercials, videos, and simulators.<ref>[[Wikipedia: Computer-generated imagery]]</ref> ;codec :A device or computer program for encoding or decoding a digital data stream or signal.<ref>[[Wikipedia: Codec]]</ref> ;GIF (Graphics Interchange Format) :A raster graphics file format that uses lossless compression and supports interlacing and animation.<ref>[[Wikipedia: GIF]]</ref> ;haptic technology :Creates a sense of touch by applying forces, vibrations, or motions to the user.<ref>[[Wikipedia: Haptic technology]]</ref> ;JPEG :A raster graphics file format that uses lossy compression.<ref>[[Wikipedia: JPEG]]</ref> ;lossless compression :Data encoding methods that allow the original data to be perfectly reconstructed from the compressed data.<ref>[[Wikipedia: Lossless compression]]</ref> ;lossy compression :Data encoding methods that use inexact approximations and partial data discarding to represent the content.<ref>[[Wikipedia: Lossy compression]]</ref> ;MIDI (Musical Instrument Digital Interface) :A technical standard that describes a protocol, digital interface, and connectors and allows a wide variety of electronic musical instruments, computers and other related devices to connect and communicate with one another.<ref>[[Wikipedia: MIDI]]</ref> ;MOV (Quicktime Movie) :A computer file format used natively by the Apple QuickTime multimedia framework.<ref>[[Wikipedia: QuickTime File Format]]</ref> ;MPEG (Moving Picture Experts Group) :A working group of authorities that was formed by ISO and IEC to set standards for audio and video compression and transmission.<ref>[[Wikipedia: Moving Picture Experts Group]]</ref> ;MP3 (MPEG-1 Audio Layer3) :An audio coding format for digital audio developed by the Moving Picture Experts Group that uses a form of lossy data compression.<ref>[[Wikipedia: MP3]]</ref> ;MP4 (MPEG-4 Part 14) :A digital multimedia container format most commonly used to store video and audio, which allows streaming over the Internet.<ref>[[Wikipedia: MPEG-4 Part 14]]</ref> ;OGG :A free, open container format maintained by the Xiph.Org Foundation that is unrestricted by software patents and is designed to provide for efficient streaming and manipulation of high quality digital multimedia.<ref>[[Wikipedia: Ogg]]</ref> ;pixel (picture element) :A single point in a raster image.<ref>[[Wikipedia: Computer graphics]]</ref> ;PNG (Portable Network Graphics) :A raster graphics file format that uses lossless data compression and supports interlacing but not animation.<ref>[[Wikipedia: Portable Network Graphics]]</ref> ;podcast :An episodic series of digital audio files which a user can download and listen to.<ref>[[Wikipedia: Podcast]]</ref> ;screencast :A digital recording of computer screen output, often containing audio narration.<ref>[[Wikipedia: Screencast]]</ref> ;streaming media :Multimedia that is constantly received by and presented to an end-user while being delivered by a provider.<ref>[[Wikipedia: Streaming media]]</ref> ;SVG (Scalable Vector Graphics) :A vector graphics file format defined using XML text files.<ref>[[Wikipedia: Scalable Vector Graphics]]</ref> ;TIFF (Tagged Image File Format) :A raster graphics file format that uses lossless compression but does not support interlacing or animation.<ref>[[Wikipedia: TIFF]]</ref> ;WAV (Waveform) :An audio file format standard developed by Microsoft and IBM for storing an audio bitstream on PCs.<ref>[[Wikipedia: WAV]]</ref> ;webcast :A media presentation distributed over the Internet using streaming media technology to distribute a single content source to many simultaneous listeners/viewers.<ref>[[Wikipedia: Webcast]]</ref> == Assessments == * Flashcards: [https://quizlet.com/285371387/lesson-5-multimedia-on-the-web-flash-cards/ Quizlet: Multimedia on the Web] * Quiz: [https://quizlet.com/285371387/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Multimedia on the Web] == See Also == * [https://www.w3.org/wiki/HTML/Elements/audio W3.org: Audio Element] * [https://www.w3.org/wiki/HTML/Elements/video W3.org: Video Element] * [https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats] * [http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web] * [http://training.gov.au/Training/Details/ICTWEB412 Training.gov.au: ICTWEB412 - Produce interactive web animation] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Graphics]] [[Category:Multimedia]] [[Category:Completed resources]] pqbyc02s582u41w0jq8jwnhbb8kltc1 2814608 2814607 2026-06-08T14:43:41Z Cmiller1137 2395700 /* Activities */ 2814608 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Bitmap VS SVG.svg|right|240px|Raster vs. Vector]] [[File:GIMP Icon.svg|right|120px|GIMP]] [[File:Inkscape Logo.svg|right|100px|Inkscape]] [[File:HTML5 video icon.svg|right|100px|HTML5 Video]] [[File:HTML5 audio icon.svg|right|100px|HTML5 Audio]] Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> This lesson introduces computer graphics, including raster and vector graphics, and web multimedia audio and video content. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web]</ref> * Understand how to add existing graphics and multimedia to web pages. * Create and use simple graphic images and multimedia files. * Determine the client requirements ** Access and interpret the client brief to determine client needs ** Analyse client needs with regard to image content, quality and size * Source the images ** Research the appropriate sources of images, to meet a range of needs ** Source the images appropriate to meet the needs, taking into consideration copyright restrictions * Manipulate the images ** Select the appropriate industry-standard, image-editing software for the purpose ** Create backups of the assets to be used ** Use features of the image-editing software, to create a range of effects appropriate to client needs and web application ** Edit, resize, and slice images for use in web applications, as required to meet client needs * Save the images ** Save the images, maintaining their individual effects ** Save the images in formats appropriate for use in web applications, and to client needs ** Save the images in the appropriate directory structure * Demonstrate ways to communicate effectively using Internet technology. * Conduct a Webcast and related services. * Represent technical issues to a non-technical audience. == Readings == # [[Wikipedia: Computer graphics]] # [[Wikipedia: Raster graphics]] # [[Wikipedia: Vector graphics]] # [[Wikipedia: Multimedia]] # [[Wikipedia: Streaming media]] # [[Wikipedia: Screencast]] # [https://www.w3schools.com/tags/tag_iframe.ASP W3Schools.com: HTML iframe tag] # [https://www.w3schools.com/html/html_youtube.asp W3Schools.com: HTML YouTube Videos] # [https://webaim.org/resources/contrastchecker/ WebAim: Webaim Contrast Checker] # [https://www.learnfree.org/challenges/photoshop-basics LearnFree: Photoshop Basics] == Multimedia == # [https://www.youtube.com/watch?v=XI0rf2r-dx8 YouTube: Bitmap and Vector Graphics: What's the Difference?] # [https://www.youtube.com/watch?v=-c29NuokkOk YouTube: PIXLR 101-1. Getting Started] # [https://www.youtube.com/watch?v=WAA3XSCjCus YouTube: Picozu Tutorial] # [https://www.youtube.com/watch?v=Q8C0LJPpr64 YouTube: How to Use GIMP (Beginners Guide)] # [https://www.youtube.com/watch?v=r9WLZgfr-NQ YouTube: Inkscape for Beginners: Infinite Loop Icon] # [https://youtu.be/H-6gxvBBEiw?t=70 YouTube: Record Your Computer Screen With VLC] # [https://www.youtube.com/watch?v=OPda7mPdRsU YouTube: Make Videos with Your Phone] # [https://www.youtube.com/watch?v=cO4ahYjjEno YouTube: HTML5 Video Tag Introduction] # [https://www.youtube.com/watch?v=CdKUtZIDzEg YouTube: HTML - Audio Player] == Student Presentations == # [https://www.youtube.com/watch?v=94hzpTt5iho YouTube: Graphics] # [https://www.youtube.com/watch?v=wpoe5k0wfRE YouTube: Uploading Raster Graphics to Bitbucket using Insomnia] # [https://www.youtube.com/watch?v=33Wa-OQjrss&feature=youtu.be YouTube: SVG Graphics] == Activities == # Create and use raster graphics. #* Review [[Wikipedia: Canva graphics]]. Use a free, web-based image editor, such as [https://www.picozu.com/editor/ Picozu: Image Editor] or [https://pixlr.com/editor/ Pixlr: Editor], to create a new raster image. #* Review [[Wikipedia: Raster graphics]]. Use a free, web-based image editor, such as [https://www.picozu.com/editor/ Picozu: Image Editor] or [https://pixlr.com/editor/ Pixlr: Editor], to create a new raster image. #* Review [[Wikipedia: GIMP]]. Download and install GIMP and use it to create a new raster image for your web page. See [https://www.gimp.org/tutorials/ GIMP: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a raster image to the web page you created in the previous lesson. # Create and use vector graphics. #* Review [[Wikipedia: Vector graphics]]. Complete the [https://vectr.com/lessons/getting_started Vectr.com: Vector graphics tutorial] and create a new vector graphics image. #* Review [[Wikipedia: Inkscape]]. Download and install Inkscape and use it to create a new vector graphics image for your web page. See [https://inkscape.org/en/learn/tutorials/ Inkscape: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a vector graphics image to the web page you created in the previous lesson. # Use multimedia. #* Complete the tutorial [http://www.gcflearnfree.org/youtube/ GCFLearnFree: YouTube]. #* Review [[Wikipedia: VLC media player]]. Download and install VLC media player and use it to play multimedia video and audio files. # Create multimedia. #* Review [http://www.wikihow.com/Screen-Capture-to-File-Using-VLC WikiHow: How to Screen Capture to File Using VLC] or [https://www.howtogeek.com/120202/how-to-record-your-desktop-to-a-file-or-stream-it-over-the-internet-with-vlc/ HowToGeek: How to Record Your Desktop to a File or Stream It over the Internet]. #* Use VLC or another screen capture program to capture a video of your desktop as you demonstrate something you've learned in this course, or record a similar video using a computer webcam, tablet, or smart phone. #* Review [https://support.google.com/youtube/?hl=en#topic=4355169 Google: YouTube Help Center] and upload your screencast or video to YouTube. # Add multimedia to a web page. #* Review [https://www.w3schools.com/html/html_youtube.asp W3Schools: HTML YouTube Videos]. Add your YouTube video to the web page you created in the previous lesson. #* Review [https://www.w3schools.com/html/html_media.asp W3Schools: HTML Multimedia] and [https://www.w3schools.com/html/html5_video.asp W3Schools: HTML5 Video]. Add a video element to your web page. #* Review [https://www.w3schools.com/html/html5_audio.asp W3Schools: HTML5 Audio]. Add an audio element to your web page. == Lesson Summary == * Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer animation is the art of creating moving images via the use of computers.<ref>[[Wikipedia: Computer graphics]]</ref> * A raster graphics or bitmap image is a dot matrix data structure, representing a generally rectangular grid of pixels, or points of color, viewable via a monitor, paper, or other display medium.<ref>[[Wikipedia: Raster graphics]]</ref> * Raster graphics are resolution dependent, meaning they cannot scale up to an arbitrary resolution without loss of apparent quality.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector graphics is the use of polygons to represent images in computer graphics.<ref>[[Wikipedia: Vector graphics]]</ref> * Vector art is ideal for printing since the art is made from a series of mathematical curves, it will print very crisply even when resized.<ref>[[Wikipedia: Vector graphics]]</ref> * Raster-based image editors, such as Painter, Photoshop, Paint.NET, MS Paint, and GIMP, revolve around editing pixels.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector-based image editors, such as Xfig, CorelDRAW, Adobe Illustrator, or Inkscape, revolve around editing lines and shapes (vectors).<ref>[[Wikipedia: Raster graphics]]</ref> * The <code>&lt;img&gt;</code> element is used to insert an image into an HTML page. The <code>src</code> attribute specifies the image URL. The required <code>alt</code> attribute provides alternative text in case the image cannot be displayed.<ref>[[Wikipedia: HTML]]</ref> * A typical <code>img</code> element includes:<ref>[[Wikipedia: HTML]]</ref> <blockquote> <syntaxhighlight lang="HTML"> <img src="example.jpg" alt="Alternate text that describes the image."> </syntaxhighlight> </blockquote> * Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia can be recorded and played, displayed, interacted with or accessed by information content processing devices, such as computerized and electronic devices.<ref>[[Wikipedia: Multimedia]]</ref> * The term "rich media" is synonymous with interactive multimedia.<ref>[[Wikipedia: Multimedia]]</ref> * Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.<ref>[[Wikipedia: Multimedia]]</ref> * Enhanced levels of interactivity are made possible by combining multiple forms of media content. Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over time.<ref>[[Wikipedia: Multimedia]]</ref> * In addition to seeing and hearing, haptic technology enables virtual objects to be felt. Emerging technology involving illusions of taste and smell may also enhance the multimedia experience.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia may be broadly divided into linear and non-linear categories:<ref>[[Wikipedia: Multimedia]]</ref> **Linear active content progresses often without any navigational control for the viewer such as a cinema presentation ** Non-linear uses interactivity to control progress as with a video game or self-paced computer-based training. Hypermedia is an example of non-linear content. *Multimedia presentations can be live or recorded:<ref>[[Wikipedia: Multimedia]]</ref> ** A recorded presentation may allow interactivity via a navigation system ** A live multimedia presentation may allow interactivity via an interaction with the presenter or performer. * Multimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial temporal applications.<ref>[[Wikipedia: Multimedia]]</ref> * Streaming media is multimedia that is constantly received by and presented to an end-user while being delivered by a provider. A client end-user can use their media player to begin to play the data file (such as a digital file of a movie or song) before the entire file has been transmitted.<ref>[[Wikipedia: Streaming media]]</ref> * Live streaming refers to Internet content delivered in real-time, as events happen.<ref>[[Wikipedia: Streaming media]]</ref> * There are challenges with streaming content on the Internet. If the user does not have enough bandwidth in their Internet connection, they may experience stops in the content and some users may not be able to stream certain content due to not having compatible computer or software systems.<ref>[[Wikipedia: Streaming media]]</ref> * The <code>&lt;audio&gt;</code> element represents a sound, or an audio stream.<ref>[[Wikipedia: HTML5 Audio]]</ref> * A typical <code>audio</code> element includes:<ref>[[Wikipedia: HTML5 Audio]]</ref> <blockquote> <syntaxhighlight lang="html5"> <audio controls> <source src="example.mp4" type='audio/mp4' /> <source src="example.oga" type='audio/ogg; codecs=vorbis' /> <p>Your user agent does not support the HTML5 Audio element.</p> </audio> </syntaxhighlight> </blockquote> * Supported <code>audio</code> types include PCM (WAV), MP3, AAC (MP4, ADTS), Vorbis (Ogg, WebM), Opus (Ogg, WebM), and FLAC (FLAC, Ogg).<ref>[[Wikipedia: HTML5 Audio]]</ref> * The <code>&lt;video&gt;</code> element plays videos.<ref>[[Wikipedia: HTML5 video]]</ref> * A typical <code>video</code> element includes:<ref>[[Wikipedia: HTML5 video]]</ref> <blockquote> <syntaxhighlight lang="html5"> <video poster="movie.jpg" controls> <source src="example.webm" type='video/webm; codecs="vp8.0, vorbis"'> <source src="example.ogv" type='video/ogg; codecs="theora, vorbis"'> <source src="example.mp4" type='video/mp4; codecs="avc1.4D401E, mp4a.40.2"'> <p>Your user agent does not support the HTML5 video tag.</p> </video> </syntaxhighlight> </blockquote> * Supported <code>video</code> types include MP4, Ogg, and WebM.<ref>[https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats]</ref> == Key Terms == ;AIFF (Audio Interchange File Format) :An audio file format standard developed by Apple and used for storing sound data for personal computers and other electronic audio devices.<ref>[[Wikipedia: Audio Interchange File Format]]</ref> ;AVI (Audio Video Interleave) :A multimedia container format introduced by Microsoft as part of its Video for Windows software.<ref>[[Wikipedia: Audio Video Interleave]]</ref> ;CGI (computer-generated imagery) :The application of computer graphics to create or contribute to images in art, printed media, video games, films, television programs, shorts, commercials, videos, and simulators.<ref>[[Wikipedia: Computer-generated imagery]]</ref> ;codec :A device or computer program for encoding or decoding a digital data stream or signal.<ref>[[Wikipedia: Codec]]</ref> ;GIF (Graphics Interchange Format) :A raster graphics file format that uses lossless compression and supports interlacing and animation.<ref>[[Wikipedia: GIF]]</ref> ;haptic technology :Creates a sense of touch by applying forces, vibrations, or motions to the user.<ref>[[Wikipedia: Haptic technology]]</ref> ;JPEG :A raster graphics file format that uses lossy compression.<ref>[[Wikipedia: JPEG]]</ref> ;lossless compression :Data encoding methods that allow the original data to be perfectly reconstructed from the compressed data.<ref>[[Wikipedia: Lossless compression]]</ref> ;lossy compression :Data encoding methods that use inexact approximations and partial data discarding to represent the content.<ref>[[Wikipedia: Lossy compression]]</ref> ;MIDI (Musical Instrument Digital Interface) :A technical standard that describes a protocol, digital interface, and connectors and allows a wide variety of electronic musical instruments, computers and other related devices to connect and communicate with one another.<ref>[[Wikipedia: MIDI]]</ref> ;MOV (Quicktime Movie) :A computer file format used natively by the Apple QuickTime multimedia framework.<ref>[[Wikipedia: QuickTime File Format]]</ref> ;MPEG (Moving Picture Experts Group) :A working group of authorities that was formed by ISO and IEC to set standards for audio and video compression and transmission.<ref>[[Wikipedia: Moving Picture Experts Group]]</ref> ;MP3 (MPEG-1 Audio Layer3) :An audio coding format for digital audio developed by the Moving Picture Experts Group that uses a form of lossy data compression.<ref>[[Wikipedia: MP3]]</ref> ;MP4 (MPEG-4 Part 14) :A digital multimedia container format most commonly used to store video and audio, which allows streaming over the Internet.<ref>[[Wikipedia: MPEG-4 Part 14]]</ref> ;OGG :A free, open container format maintained by the Xiph.Org Foundation that is unrestricted by software patents and is designed to provide for efficient streaming and manipulation of high quality digital multimedia.<ref>[[Wikipedia: Ogg]]</ref> ;pixel (picture element) :A single point in a raster image.<ref>[[Wikipedia: Computer graphics]]</ref> ;PNG (Portable Network Graphics) :A raster graphics file format that uses lossless data compression and supports interlacing but not animation.<ref>[[Wikipedia: Portable Network Graphics]]</ref> ;podcast :An episodic series of digital audio files which a user can download and listen to.<ref>[[Wikipedia: Podcast]]</ref> ;screencast :A digital recording of computer screen output, often containing audio narration.<ref>[[Wikipedia: Screencast]]</ref> ;streaming media :Multimedia that is constantly received by and presented to an end-user while being delivered by a provider.<ref>[[Wikipedia: Streaming media]]</ref> ;SVG (Scalable Vector Graphics) :A vector graphics file format defined using XML text files.<ref>[[Wikipedia: Scalable Vector Graphics]]</ref> ;TIFF (Tagged Image File Format) :A raster graphics file format that uses lossless compression but does not support interlacing or animation.<ref>[[Wikipedia: TIFF]]</ref> ;WAV (Waveform) :An audio file format standard developed by Microsoft and IBM for storing an audio bitstream on PCs.<ref>[[Wikipedia: WAV]]</ref> ;webcast :A media presentation distributed over the Internet using streaming media technology to distribute a single content source to many simultaneous listeners/viewers.<ref>[[Wikipedia: Webcast]]</ref> == Assessments == * Flashcards: [https://quizlet.com/285371387/lesson-5-multimedia-on-the-web-flash-cards/ Quizlet: Multimedia on the Web] * Quiz: [https://quizlet.com/285371387/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Multimedia on the Web] == See Also == * [https://www.w3.org/wiki/HTML/Elements/audio W3.org: Audio Element] * [https://www.w3.org/wiki/HTML/Elements/video W3.org: Video Element] * [https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats] * [http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web] * [http://training.gov.au/Training/Details/ICTWEB412 Training.gov.au: ICTWEB412 - Produce interactive web animation] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Graphics]] [[Category:Multimedia]] [[Category:Completed resources]] 7xgne295s09uhkv647b20qzodbanelc 2814609 2814608 2026-06-08T14:46:02Z Cmiller1137 2395700 /* Activities */ 2814609 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Bitmap VS SVG.svg|right|240px|Raster vs. Vector]] [[File:GIMP Icon.svg|right|120px|GIMP]] [[File:Inkscape Logo.svg|right|100px|Inkscape]] [[File:HTML5 video icon.svg|right|100px|HTML5 Video]] [[File:HTML5 audio icon.svg|right|100px|HTML5 Audio]] Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> This lesson introduces computer graphics, including raster and vector graphics, and web multimedia audio and video content. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web]</ref> * Understand how to add existing graphics and multimedia to web pages. * Create and use simple graphic images and multimedia files. * Determine the client requirements ** Access and interpret the client brief to determine client needs ** Analyse client needs with regard to image content, quality and size * Source the images ** Research the appropriate sources of images, to meet a range of needs ** Source the images appropriate to meet the needs, taking into consideration copyright restrictions * Manipulate the images ** Select the appropriate industry-standard, image-editing software for the purpose ** Create backups of the assets to be used ** Use features of the image-editing software, to create a range of effects appropriate to client needs and web application ** Edit, resize, and slice images for use in web applications, as required to meet client needs * Save the images ** Save the images, maintaining their individual effects ** Save the images in formats appropriate for use in web applications, and to client needs ** Save the images in the appropriate directory structure * Demonstrate ways to communicate effectively using Internet technology. * Conduct a Webcast and related services. * Represent technical issues to a non-technical audience. == Readings == # [[Wikipedia: Computer graphics]] # [[Wikipedia: Raster graphics]] # [[Wikipedia: Vector graphics]] # [[Wikipedia: Multimedia]] # [[Wikipedia: Streaming media]] # [[Wikipedia: Screencast]] # [https://www.w3schools.com/tags/tag_iframe.ASP W3Schools.com: HTML iframe tag] # [https://www.w3schools.com/html/html_youtube.asp W3Schools.com: HTML YouTube Videos] # [https://webaim.org/resources/contrastchecker/ WebAim: Webaim Contrast Checker] # [https://www.learnfree.org/challenges/photoshop-basics LearnFree: Photoshop Basics] == Multimedia == # [https://www.youtube.com/watch?v=XI0rf2r-dx8 YouTube: Bitmap and Vector Graphics: What's the Difference?] # [https://www.youtube.com/watch?v=-c29NuokkOk YouTube: PIXLR 101-1. Getting Started] # [https://www.youtube.com/watch?v=WAA3XSCjCus YouTube: Picozu Tutorial] # [https://www.youtube.com/watch?v=Q8C0LJPpr64 YouTube: How to Use GIMP (Beginners Guide)] # [https://www.youtube.com/watch?v=r9WLZgfr-NQ YouTube: Inkscape for Beginners: Infinite Loop Icon] # [https://youtu.be/H-6gxvBBEiw?t=70 YouTube: Record Your Computer Screen With VLC] # [https://www.youtube.com/watch?v=OPda7mPdRsU YouTube: Make Videos with Your Phone] # [https://www.youtube.com/watch?v=cO4ahYjjEno YouTube: HTML5 Video Tag Introduction] # [https://www.youtube.com/watch?v=CdKUtZIDzEg YouTube: HTML - Audio Player] == Student Presentations == # [https://www.youtube.com/watch?v=94hzpTt5iho YouTube: Graphics] # [https://www.youtube.com/watch?v=wpoe5k0wfRE YouTube: Uploading Raster Graphics to Bitbucket using Insomnia] # [https://www.youtube.com/watch?v=33Wa-OQjrss&feature=youtu.be YouTube: SVG Graphics] == Activities == # Create and use raster graphics. #* Review [[Wikipedia: Canva graphics]]. Use a free, web-based image editor, such as [https://www.canva.com/create/ Canva: Image Creation] to create a new raster image. #* Review [[Wikipedia: Raster graphics]]. Use a free, web-based image editor, such as [https://www.picozu.com/editor/ Picozu: Image Editor] or [https://pixlr.com/editor/ Pixlr: Editor], to create a new raster image. #* Review [[Wikipedia: GIMP]]. Download and install GIMP and use it to create a new raster image for your web page. See [https://www.gimp.org/tutorials/ GIMP: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a raster image to the web page you created in the previous lesson. # Create and use vector graphics. #* Review [[Wikipedia: Vector graphics]]. Complete the [https://vectr.com/lessons/getting_started Vectr.com: Vector graphics tutorial] and create a new vector graphics image. #* Review [[Wikipedia: Inkscape]]. Download and install Inkscape and use it to create a new vector graphics image for your web page. See [https://inkscape.org/en/learn/tutorials/ Inkscape: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a vector graphics image to the web page you created in the previous lesson. # Use multimedia. #* Complete the tutorial [http://www.gcflearnfree.org/youtube/ GCFLearnFree: YouTube]. #* Review [[Wikipedia: VLC media player]]. Download and install VLC media player and use it to play multimedia video and audio files. # Create multimedia. #* Review [http://www.wikihow.com/Screen-Capture-to-File-Using-VLC WikiHow: How to Screen Capture to File Using VLC] or [https://www.howtogeek.com/120202/how-to-record-your-desktop-to-a-file-or-stream-it-over-the-internet-with-vlc/ HowToGeek: How to Record Your Desktop to a File or Stream It over the Internet]. #* Use VLC or another screen capture program to capture a video of your desktop as you demonstrate something you've learned in this course, or record a similar video using a computer webcam, tablet, or smart phone. #* Review [https://support.google.com/youtube/?hl=en#topic=4355169 Google: YouTube Help Center] and upload your screencast or video to YouTube. # Add multimedia to a web page. #* Review [https://www.w3schools.com/html/html_youtube.asp W3Schools: HTML YouTube Videos]. Add your YouTube video to the web page you created in the previous lesson. #* Review [https://www.w3schools.com/html/html_media.asp W3Schools: HTML Multimedia] and [https://www.w3schools.com/html/html5_video.asp W3Schools: HTML5 Video]. Add a video element to your web page. #* Review [https://www.w3schools.com/html/html5_audio.asp W3Schools: HTML5 Audio]. Add an audio element to your web page. == Lesson Summary == * Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer animation is the art of creating moving images via the use of computers.<ref>[[Wikipedia: Computer graphics]]</ref> * A raster graphics or bitmap image is a dot matrix data structure, representing a generally rectangular grid of pixels, or points of color, viewable via a monitor, paper, or other display medium.<ref>[[Wikipedia: Raster graphics]]</ref> * Raster graphics are resolution dependent, meaning they cannot scale up to an arbitrary resolution without loss of apparent quality.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector graphics is the use of polygons to represent images in computer graphics.<ref>[[Wikipedia: Vector graphics]]</ref> * Vector art is ideal for printing since the art is made from a series of mathematical curves, it will print very crisply even when resized.<ref>[[Wikipedia: Vector graphics]]</ref> * Raster-based image editors, such as Painter, Photoshop, Paint.NET, MS Paint, and GIMP, revolve around editing pixels.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector-based image editors, such as Xfig, CorelDRAW, Adobe Illustrator, or Inkscape, revolve around editing lines and shapes (vectors).<ref>[[Wikipedia: Raster graphics]]</ref> * The <code>&lt;img&gt;</code> element is used to insert an image into an HTML page. The <code>src</code> attribute specifies the image URL. The required <code>alt</code> attribute provides alternative text in case the image cannot be displayed.<ref>[[Wikipedia: HTML]]</ref> * A typical <code>img</code> element includes:<ref>[[Wikipedia: HTML]]</ref> <blockquote> <syntaxhighlight lang="HTML"> <img src="example.jpg" alt="Alternate text that describes the image."> </syntaxhighlight> </blockquote> * Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia can be recorded and played, displayed, interacted with or accessed by information content processing devices, such as computerized and electronic devices.<ref>[[Wikipedia: Multimedia]]</ref> * The term "rich media" is synonymous with interactive multimedia.<ref>[[Wikipedia: Multimedia]]</ref> * Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.<ref>[[Wikipedia: Multimedia]]</ref> * Enhanced levels of interactivity are made possible by combining multiple forms of media content. Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over time.<ref>[[Wikipedia: Multimedia]]</ref> * In addition to seeing and hearing, haptic technology enables virtual objects to be felt. Emerging technology involving illusions of taste and smell may also enhance the multimedia experience.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia may be broadly divided into linear and non-linear categories:<ref>[[Wikipedia: Multimedia]]</ref> **Linear active content progresses often without any navigational control for the viewer such as a cinema presentation ** Non-linear uses interactivity to control progress as with a video game or self-paced computer-based training. Hypermedia is an example of non-linear content. *Multimedia presentations can be live or recorded:<ref>[[Wikipedia: Multimedia]]</ref> ** A recorded presentation may allow interactivity via a navigation system ** A live multimedia presentation may allow interactivity via an interaction with the presenter or performer. * Multimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial temporal applications.<ref>[[Wikipedia: Multimedia]]</ref> * Streaming media is multimedia that is constantly received by and presented to an end-user while being delivered by a provider. A client end-user can use their media player to begin to play the data file (such as a digital file of a movie or song) before the entire file has been transmitted.<ref>[[Wikipedia: Streaming media]]</ref> * Live streaming refers to Internet content delivered in real-time, as events happen.<ref>[[Wikipedia: Streaming media]]</ref> * There are challenges with streaming content on the Internet. If the user does not have enough bandwidth in their Internet connection, they may experience stops in the content and some users may not be able to stream certain content due to not having compatible computer or software systems.<ref>[[Wikipedia: Streaming media]]</ref> * The <code>&lt;audio&gt;</code> element represents a sound, or an audio stream.<ref>[[Wikipedia: HTML5 Audio]]</ref> * A typical <code>audio</code> element includes:<ref>[[Wikipedia: HTML5 Audio]]</ref> <blockquote> <syntaxhighlight lang="html5"> <audio controls> <source src="example.mp4" type='audio/mp4' /> <source src="example.oga" type='audio/ogg; codecs=vorbis' /> <p>Your user agent does not support the HTML5 Audio element.</p> </audio> </syntaxhighlight> </blockquote> * Supported <code>audio</code> types include PCM (WAV), MP3, AAC (MP4, ADTS), Vorbis (Ogg, WebM), Opus (Ogg, WebM), and FLAC (FLAC, Ogg).<ref>[[Wikipedia: HTML5 Audio]]</ref> * The <code>&lt;video&gt;</code> element plays videos.<ref>[[Wikipedia: HTML5 video]]</ref> * A typical <code>video</code> element includes:<ref>[[Wikipedia: HTML5 video]]</ref> <blockquote> <syntaxhighlight lang="html5"> <video poster="movie.jpg" controls> <source src="example.webm" type='video/webm; codecs="vp8.0, vorbis"'> <source src="example.ogv" type='video/ogg; codecs="theora, vorbis"'> <source src="example.mp4" type='video/mp4; codecs="avc1.4D401E, mp4a.40.2"'> <p>Your user agent does not support the HTML5 video tag.</p> </video> </syntaxhighlight> </blockquote> * Supported <code>video</code> types include MP4, Ogg, and WebM.<ref>[https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats]</ref> == Key Terms == ;AIFF (Audio Interchange File Format) :An audio file format standard developed by Apple and used for storing sound data for personal computers and other electronic audio devices.<ref>[[Wikipedia: Audio Interchange File Format]]</ref> ;AVI (Audio Video Interleave) :A multimedia container format introduced by Microsoft as part of its Video for Windows software.<ref>[[Wikipedia: Audio Video Interleave]]</ref> ;CGI (computer-generated imagery) :The application of computer graphics to create or contribute to images in art, printed media, video games, films, television programs, shorts, commercials, videos, and simulators.<ref>[[Wikipedia: Computer-generated imagery]]</ref> ;codec :A device or computer program for encoding or decoding a digital data stream or signal.<ref>[[Wikipedia: Codec]]</ref> ;GIF (Graphics Interchange Format) :A raster graphics file format that uses lossless compression and supports interlacing and animation.<ref>[[Wikipedia: GIF]]</ref> ;haptic technology :Creates a sense of touch by applying forces, vibrations, or motions to the user.<ref>[[Wikipedia: Haptic technology]]</ref> ;JPEG :A raster graphics file format that uses lossy compression.<ref>[[Wikipedia: JPEG]]</ref> ;lossless compression :Data encoding methods that allow the original data to be perfectly reconstructed from the compressed data.<ref>[[Wikipedia: Lossless compression]]</ref> ;lossy compression :Data encoding methods that use inexact approximations and partial data discarding to represent the content.<ref>[[Wikipedia: Lossy compression]]</ref> ;MIDI (Musical Instrument Digital Interface) :A technical standard that describes a protocol, digital interface, and connectors and allows a wide variety of electronic musical instruments, computers and other related devices to connect and communicate with one another.<ref>[[Wikipedia: MIDI]]</ref> ;MOV (Quicktime Movie) :A computer file format used natively by the Apple QuickTime multimedia framework.<ref>[[Wikipedia: QuickTime File Format]]</ref> ;MPEG (Moving Picture Experts Group) :A working group of authorities that was formed by ISO and IEC to set standards for audio and video compression and transmission.<ref>[[Wikipedia: Moving Picture Experts Group]]</ref> ;MP3 (MPEG-1 Audio Layer3) :An audio coding format for digital audio developed by the Moving Picture Experts Group that uses a form of lossy data compression.<ref>[[Wikipedia: MP3]]</ref> ;MP4 (MPEG-4 Part 14) :A digital multimedia container format most commonly used to store video and audio, which allows streaming over the Internet.<ref>[[Wikipedia: MPEG-4 Part 14]]</ref> ;OGG :A free, open container format maintained by the Xiph.Org Foundation that is unrestricted by software patents and is designed to provide for efficient streaming and manipulation of high quality digital multimedia.<ref>[[Wikipedia: Ogg]]</ref> ;pixel (picture element) :A single point in a raster image.<ref>[[Wikipedia: Computer graphics]]</ref> ;PNG (Portable Network Graphics) :A raster graphics file format that uses lossless data compression and supports interlacing but not animation.<ref>[[Wikipedia: Portable Network Graphics]]</ref> ;podcast :An episodic series of digital audio files which a user can download and listen to.<ref>[[Wikipedia: Podcast]]</ref> ;screencast :A digital recording of computer screen output, often containing audio narration.<ref>[[Wikipedia: Screencast]]</ref> ;streaming media :Multimedia that is constantly received by and presented to an end-user while being delivered by a provider.<ref>[[Wikipedia: Streaming media]]</ref> ;SVG (Scalable Vector Graphics) :A vector graphics file format defined using XML text files.<ref>[[Wikipedia: Scalable Vector Graphics]]</ref> ;TIFF (Tagged Image File Format) :A raster graphics file format that uses lossless compression but does not support interlacing or animation.<ref>[[Wikipedia: TIFF]]</ref> ;WAV (Waveform) :An audio file format standard developed by Microsoft and IBM for storing an audio bitstream on PCs.<ref>[[Wikipedia: WAV]]</ref> ;webcast :A media presentation distributed over the Internet using streaming media technology to distribute a single content source to many simultaneous listeners/viewers.<ref>[[Wikipedia: Webcast]]</ref> == Assessments == * Flashcards: [https://quizlet.com/285371387/lesson-5-multimedia-on-the-web-flash-cards/ Quizlet: Multimedia on the Web] * Quiz: [https://quizlet.com/285371387/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Multimedia on the Web] == See Also == * [https://www.w3.org/wiki/HTML/Elements/audio W3.org: Audio Element] * [https://www.w3.org/wiki/HTML/Elements/video W3.org: Video Element] * [https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats] * [http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web] * [http://training.gov.au/Training/Details/ICTWEB412 Training.gov.au: ICTWEB412 - Produce interactive web animation] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Graphics]] [[Category:Multimedia]] [[Category:Completed resources]] 4vlqwiosd2esipkfgdz8rqmi5tolww7 2814610 2814609 2026-06-08T14:47:19Z Cmiller1137 2395700 /* Activities */ 2814610 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Bitmap VS SVG.svg|right|240px|Raster vs. Vector]] [[File:GIMP Icon.svg|right|120px|GIMP]] [[File:Inkscape Logo.svg|right|100px|Inkscape]] [[File:HTML5 video icon.svg|right|100px|HTML5 Video]] [[File:HTML5 audio icon.svg|right|100px|HTML5 Audio]] Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> This lesson introduces computer graphics, including raster and vector graphics, and web multimedia audio and video content. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web]</ref> * Understand how to add existing graphics and multimedia to web pages. * Create and use simple graphic images and multimedia files. * Determine the client requirements ** Access and interpret the client brief to determine client needs ** Analyse client needs with regard to image content, quality and size * Source the images ** Research the appropriate sources of images, to meet a range of needs ** Source the images appropriate to meet the needs, taking into consideration copyright restrictions * Manipulate the images ** Select the appropriate industry-standard, image-editing software for the purpose ** Create backups of the assets to be used ** Use features of the image-editing software, to create a range of effects appropriate to client needs and web application ** Edit, resize, and slice images for use in web applications, as required to meet client needs * Save the images ** Save the images, maintaining their individual effects ** Save the images in formats appropriate for use in web applications, and to client needs ** Save the images in the appropriate directory structure * Demonstrate ways to communicate effectively using Internet technology. * Conduct a Webcast and related services. * Represent technical issues to a non-technical audience. == Readings == # [[Wikipedia: Computer graphics]] # [[Wikipedia: Raster graphics]] # [[Wikipedia: Vector graphics]] # [[Wikipedia: Multimedia]] # [[Wikipedia: Streaming media]] # [[Wikipedia: Screencast]] # [https://www.w3schools.com/tags/tag_iframe.ASP W3Schools.com: HTML iframe tag] # [https://www.w3schools.com/html/html_youtube.asp W3Schools.com: HTML YouTube Videos] # [https://webaim.org/resources/contrastchecker/ WebAim: Webaim Contrast Checker] # [https://www.learnfree.org/challenges/photoshop-basics LearnFree: Photoshop Basics] == Multimedia == # [https://www.youtube.com/watch?v=XI0rf2r-dx8 YouTube: Bitmap and Vector Graphics: What's the Difference?] # [https://www.youtube.com/watch?v=-c29NuokkOk YouTube: PIXLR 101-1. Getting Started] # [https://www.youtube.com/watch?v=WAA3XSCjCus YouTube: Picozu Tutorial] # [https://www.youtube.com/watch?v=Q8C0LJPpr64 YouTube: How to Use GIMP (Beginners Guide)] # [https://www.youtube.com/watch?v=r9WLZgfr-NQ YouTube: Inkscape for Beginners: Infinite Loop Icon] # [https://youtu.be/H-6gxvBBEiw?t=70 YouTube: Record Your Computer Screen With VLC] # [https://www.youtube.com/watch?v=OPda7mPdRsU YouTube: Make Videos with Your Phone] # [https://www.youtube.com/watch?v=cO4ahYjjEno YouTube: HTML5 Video Tag Introduction] # [https://www.youtube.com/watch?v=CdKUtZIDzEg YouTube: HTML - Audio Player] == Student Presentations == # [https://www.youtube.com/watch?v=94hzpTt5iho YouTube: Graphics] # [https://www.youtube.com/watch?v=wpoe5k0wfRE YouTube: Uploading Raster Graphics to Bitbucket using Insomnia] # [https://www.youtube.com/watch?v=33Wa-OQjrss&feature=youtu.be YouTube: SVG Graphics] == Activities == # Create and use raster graphics. #* Review [[Wikipedia: Canva graphics]]. Use a free, web-based image editor, such as [https://www.canva.com/create/ Canva: Image Creation] to create a new raster image. #* Review [[Wikipedia: Raster graphics]]. Use a free, web-based image editor, such as [https://www.picozu.com/editor/ Picozu: Image Editor] or [https://pixlr.com/editor/ Pixlr: Editor], to create a new raster image. #* Review [[Wikipedia: GIMP]]. Download and install GIMP and use it to create a new raster image for your web page. See [https://www.gimp.org/tutorials/ GIMP: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a raster image to the web page you created in the previous lesson. # Create and use vector graphics. #* Review [[Wikipedia: Canva graphics]]. Use a free, web-based image editor, such as [https://www.canva.com/create/ Canva: Image Creation] to create a new vector image. #* Review [[Wikipedia: Vector graphics]]. Complete the [https://vectr.com/lessons/getting_started Vectr.com: Vector graphics tutorial] and create a new vector graphics image. #* Review [[Wikipedia: Inkscape]]. Download and install Inkscape and use it to create a new vector graphics image for your web page. See [https://inkscape.org/en/learn/tutorials/ Inkscape: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a vector graphics image to the web page you created in the previous lesson. # Use multimedia. #* Complete the tutorial [http://www.gcflearnfree.org/youtube/ GCFLearnFree: YouTube]. #* Review [[Wikipedia: VLC media player]]. Download and install VLC media player and use it to play multimedia video and audio files. # Create multimedia. #* Review [http://www.wikihow.com/Screen-Capture-to-File-Using-VLC WikiHow: How to Screen Capture to File Using VLC] or [https://www.howtogeek.com/120202/how-to-record-your-desktop-to-a-file-or-stream-it-over-the-internet-with-vlc/ HowToGeek: How to Record Your Desktop to a File or Stream It over the Internet]. #* Use VLC or another screen capture program to capture a video of your desktop as you demonstrate something you've learned in this course, or record a similar video using a computer webcam, tablet, or smart phone. #* Review [https://support.google.com/youtube/?hl=en#topic=4355169 Google: YouTube Help Center] and upload your screencast or video to YouTube. # Add multimedia to a web page. #* Review [https://www.w3schools.com/html/html_youtube.asp W3Schools: HTML YouTube Videos]. Add your YouTube video to the web page you created in the previous lesson. #* Review [https://www.w3schools.com/html/html_media.asp W3Schools: HTML Multimedia] and [https://www.w3schools.com/html/html5_video.asp W3Schools: HTML5 Video]. Add a video element to your web page. #* Review [https://www.w3schools.com/html/html5_audio.asp W3Schools: HTML5 Audio]. Add an audio element to your web page. == Lesson Summary == * Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer animation is the art of creating moving images via the use of computers.<ref>[[Wikipedia: Computer graphics]]</ref> * A raster graphics or bitmap image is a dot matrix data structure, representing a generally rectangular grid of pixels, or points of color, viewable via a monitor, paper, or other display medium.<ref>[[Wikipedia: Raster graphics]]</ref> * Raster graphics are resolution dependent, meaning they cannot scale up to an arbitrary resolution without loss of apparent quality.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector graphics is the use of polygons to represent images in computer graphics.<ref>[[Wikipedia: Vector graphics]]</ref> * Vector art is ideal for printing since the art is made from a series of mathematical curves, it will print very crisply even when resized.<ref>[[Wikipedia: Vector graphics]]</ref> * Raster-based image editors, such as Painter, Photoshop, Paint.NET, MS Paint, and GIMP, revolve around editing pixels.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector-based image editors, such as Xfig, CorelDRAW, Adobe Illustrator, or Inkscape, revolve around editing lines and shapes (vectors).<ref>[[Wikipedia: Raster graphics]]</ref> * The <code>&lt;img&gt;</code> element is used to insert an image into an HTML page. The <code>src</code> attribute specifies the image URL. The required <code>alt</code> attribute provides alternative text in case the image cannot be displayed.<ref>[[Wikipedia: HTML]]</ref> * A typical <code>img</code> element includes:<ref>[[Wikipedia: HTML]]</ref> <blockquote> <syntaxhighlight lang="HTML"> <img src="example.jpg" alt="Alternate text that describes the image."> </syntaxhighlight> </blockquote> * Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia can be recorded and played, displayed, interacted with or accessed by information content processing devices, such as computerized and electronic devices.<ref>[[Wikipedia: Multimedia]]</ref> * The term "rich media" is synonymous with interactive multimedia.<ref>[[Wikipedia: Multimedia]]</ref> * Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.<ref>[[Wikipedia: Multimedia]]</ref> * Enhanced levels of interactivity are made possible by combining multiple forms of media content. Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over time.<ref>[[Wikipedia: Multimedia]]</ref> * In addition to seeing and hearing, haptic technology enables virtual objects to be felt. Emerging technology involving illusions of taste and smell may also enhance the multimedia experience.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia may be broadly divided into linear and non-linear categories:<ref>[[Wikipedia: Multimedia]]</ref> **Linear active content progresses often without any navigational control for the viewer such as a cinema presentation ** Non-linear uses interactivity to control progress as with a video game or self-paced computer-based training. Hypermedia is an example of non-linear content. *Multimedia presentations can be live or recorded:<ref>[[Wikipedia: Multimedia]]</ref> ** A recorded presentation may allow interactivity via a navigation system ** A live multimedia presentation may allow interactivity via an interaction with the presenter or performer. * Multimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial temporal applications.<ref>[[Wikipedia: Multimedia]]</ref> * Streaming media is multimedia that is constantly received by and presented to an end-user while being delivered by a provider. A client end-user can use their media player to begin to play the data file (such as a digital file of a movie or song) before the entire file has been transmitted.<ref>[[Wikipedia: Streaming media]]</ref> * Live streaming refers to Internet content delivered in real-time, as events happen.<ref>[[Wikipedia: Streaming media]]</ref> * There are challenges with streaming content on the Internet. If the user does not have enough bandwidth in their Internet connection, they may experience stops in the content and some users may not be able to stream certain content due to not having compatible computer or software systems.<ref>[[Wikipedia: Streaming media]]</ref> * The <code>&lt;audio&gt;</code> element represents a sound, or an audio stream.<ref>[[Wikipedia: HTML5 Audio]]</ref> * A typical <code>audio</code> element includes:<ref>[[Wikipedia: HTML5 Audio]]</ref> <blockquote> <syntaxhighlight lang="html5"> <audio controls> <source src="example.mp4" type='audio/mp4' /> <source src="example.oga" type='audio/ogg; codecs=vorbis' /> <p>Your user agent does not support the HTML5 Audio element.</p> </audio> </syntaxhighlight> </blockquote> * Supported <code>audio</code> types include PCM (WAV), MP3, AAC (MP4, ADTS), Vorbis (Ogg, WebM), Opus (Ogg, WebM), and FLAC (FLAC, Ogg).<ref>[[Wikipedia: HTML5 Audio]]</ref> * The <code>&lt;video&gt;</code> element plays videos.<ref>[[Wikipedia: HTML5 video]]</ref> * A typical <code>video</code> element includes:<ref>[[Wikipedia: HTML5 video]]</ref> <blockquote> <syntaxhighlight lang="html5"> <video poster="movie.jpg" controls> <source src="example.webm" type='video/webm; codecs="vp8.0, vorbis"'> <source src="example.ogv" type='video/ogg; codecs="theora, vorbis"'> <source src="example.mp4" type='video/mp4; codecs="avc1.4D401E, mp4a.40.2"'> <p>Your user agent does not support the HTML5 video tag.</p> </video> </syntaxhighlight> </blockquote> * Supported <code>video</code> types include MP4, Ogg, and WebM.<ref>[https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats]</ref> == Key Terms == ;AIFF (Audio Interchange File Format) :An audio file format standard developed by Apple and used for storing sound data for personal computers and other electronic audio devices.<ref>[[Wikipedia: Audio Interchange File Format]]</ref> ;AVI (Audio Video Interleave) :A multimedia container format introduced by Microsoft as part of its Video for Windows software.<ref>[[Wikipedia: Audio Video Interleave]]</ref> ;CGI (computer-generated imagery) :The application of computer graphics to create or contribute to images in art, printed media, video games, films, television programs, shorts, commercials, videos, and simulators.<ref>[[Wikipedia: Computer-generated imagery]]</ref> ;codec :A device or computer program for encoding or decoding a digital data stream or signal.<ref>[[Wikipedia: Codec]]</ref> ;GIF (Graphics Interchange Format) :A raster graphics file format that uses lossless compression and supports interlacing and animation.<ref>[[Wikipedia: GIF]]</ref> ;haptic technology :Creates a sense of touch by applying forces, vibrations, or motions to the user.<ref>[[Wikipedia: Haptic technology]]</ref> ;JPEG :A raster graphics file format that uses lossy compression.<ref>[[Wikipedia: JPEG]]</ref> ;lossless compression :Data encoding methods that allow the original data to be perfectly reconstructed from the compressed data.<ref>[[Wikipedia: Lossless compression]]</ref> ;lossy compression :Data encoding methods that use inexact approximations and partial data discarding to represent the content.<ref>[[Wikipedia: Lossy compression]]</ref> ;MIDI (Musical Instrument Digital Interface) :A technical standard that describes a protocol, digital interface, and connectors and allows a wide variety of electronic musical instruments, computers and other related devices to connect and communicate with one another.<ref>[[Wikipedia: MIDI]]</ref> ;MOV (Quicktime Movie) :A computer file format used natively by the Apple QuickTime multimedia framework.<ref>[[Wikipedia: QuickTime File Format]]</ref> ;MPEG (Moving Picture Experts Group) :A working group of authorities that was formed by ISO and IEC to set standards for audio and video compression and transmission.<ref>[[Wikipedia: Moving Picture Experts Group]]</ref> ;MP3 (MPEG-1 Audio Layer3) :An audio coding format for digital audio developed by the Moving Picture Experts Group that uses a form of lossy data compression.<ref>[[Wikipedia: MP3]]</ref> ;MP4 (MPEG-4 Part 14) :A digital multimedia container format most commonly used to store video and audio, which allows streaming over the Internet.<ref>[[Wikipedia: MPEG-4 Part 14]]</ref> ;OGG :A free, open container format maintained by the Xiph.Org Foundation that is unrestricted by software patents and is designed to provide for efficient streaming and manipulation of high quality digital multimedia.<ref>[[Wikipedia: Ogg]]</ref> ;pixel (picture element) :A single point in a raster image.<ref>[[Wikipedia: Computer graphics]]</ref> ;PNG (Portable Network Graphics) :A raster graphics file format that uses lossless data compression and supports interlacing but not animation.<ref>[[Wikipedia: Portable Network Graphics]]</ref> ;podcast :An episodic series of digital audio files which a user can download and listen to.<ref>[[Wikipedia: Podcast]]</ref> ;screencast :A digital recording of computer screen output, often containing audio narration.<ref>[[Wikipedia: Screencast]]</ref> ;streaming media :Multimedia that is constantly received by and presented to an end-user while being delivered by a provider.<ref>[[Wikipedia: Streaming media]]</ref> ;SVG (Scalable Vector Graphics) :A vector graphics file format defined using XML text files.<ref>[[Wikipedia: Scalable Vector Graphics]]</ref> ;TIFF (Tagged Image File Format) :A raster graphics file format that uses lossless compression but does not support interlacing or animation.<ref>[[Wikipedia: TIFF]]</ref> ;WAV (Waveform) :An audio file format standard developed by Microsoft and IBM for storing an audio bitstream on PCs.<ref>[[Wikipedia: WAV]]</ref> ;webcast :A media presentation distributed over the Internet using streaming media technology to distribute a single content source to many simultaneous listeners/viewers.<ref>[[Wikipedia: Webcast]]</ref> == Assessments == * Flashcards: [https://quizlet.com/285371387/lesson-5-multimedia-on-the-web-flash-cards/ Quizlet: Multimedia on the Web] * Quiz: [https://quizlet.com/285371387/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Multimedia on the Web] == See Also == * [https://www.w3.org/wiki/HTML/Elements/audio W3.org: Audio Element] * [https://www.w3.org/wiki/HTML/Elements/video W3.org: Video Element] * [https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats] * [http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web] * [http://training.gov.au/Training/Details/ICTWEB412 Training.gov.au: ICTWEB412 - Produce interactive web animation] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Graphics]] [[Category:Multimedia]] [[Category:Completed resources]] hnfspsekabrjct9o56rfdafqe45w0dz 2814611 2814610 2026-06-08T14:49:46Z Cmiller1137 2395700 /* Activities */ 2814611 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Bitmap VS SVG.svg|right|240px|Raster vs. Vector]] [[File:GIMP Icon.svg|right|120px|GIMP]] [[File:Inkscape Logo.svg|right|100px|Inkscape]] [[File:HTML5 video icon.svg|right|100px|HTML5 Video]] [[File:HTML5 audio icon.svg|right|100px|HTML5 Audio]] Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> This lesson introduces computer graphics, including raster and vector graphics, and web multimedia audio and video content. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref><ref>[http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web]</ref> * Understand how to add existing graphics and multimedia to web pages. * Create and use simple graphic images and multimedia files. * Determine the client requirements ** Access and interpret the client brief to determine client needs ** Analyse client needs with regard to image content, quality and size * Source the images ** Research the appropriate sources of images, to meet a range of needs ** Source the images appropriate to meet the needs, taking into consideration copyright restrictions * Manipulate the images ** Select the appropriate industry-standard, image-editing software for the purpose ** Create backups of the assets to be used ** Use features of the image-editing software, to create a range of effects appropriate to client needs and web application ** Edit, resize, and slice images for use in web applications, as required to meet client needs * Save the images ** Save the images, maintaining their individual effects ** Save the images in formats appropriate for use in web applications, and to client needs ** Save the images in the appropriate directory structure * Demonstrate ways to communicate effectively using Internet technology. * Conduct a Webcast and related services. * Represent technical issues to a non-technical audience. == Readings == # [[Wikipedia: Computer graphics]] # [[Wikipedia: Raster graphics]] # [[Wikipedia: Vector graphics]] # [[Wikipedia: Multimedia]] # [[Wikipedia: Streaming media]] # [[Wikipedia: Screencast]] # [https://www.w3schools.com/tags/tag_iframe.ASP W3Schools.com: HTML iframe tag] # [https://www.w3schools.com/html/html_youtube.asp W3Schools.com: HTML YouTube Videos] # [https://webaim.org/resources/contrastchecker/ WebAim: Webaim Contrast Checker] # [https://www.learnfree.org/challenges/photoshop-basics LearnFree: Photoshop Basics] == Multimedia == # [https://www.youtube.com/watch?v=XI0rf2r-dx8 YouTube: Bitmap and Vector Graphics: What's the Difference?] # [https://www.youtube.com/watch?v=-c29NuokkOk YouTube: PIXLR 101-1. Getting Started] # [https://www.youtube.com/watch?v=WAA3XSCjCus YouTube: Picozu Tutorial] # [https://www.youtube.com/watch?v=Q8C0LJPpr64 YouTube: How to Use GIMP (Beginners Guide)] # [https://www.youtube.com/watch?v=r9WLZgfr-NQ YouTube: Inkscape for Beginners: Infinite Loop Icon] # [https://youtu.be/H-6gxvBBEiw?t=70 YouTube: Record Your Computer Screen With VLC] # [https://www.youtube.com/watch?v=OPda7mPdRsU YouTube: Make Videos with Your Phone] # [https://www.youtube.com/watch?v=cO4ahYjjEno YouTube: HTML5 Video Tag Introduction] # [https://www.youtube.com/watch?v=CdKUtZIDzEg YouTube: HTML - Audio Player] == Student Presentations == # [https://www.youtube.com/watch?v=94hzpTt5iho YouTube: Graphics] # [https://www.youtube.com/watch?v=wpoe5k0wfRE YouTube: Uploading Raster Graphics to Bitbucket using Insomnia] # [https://www.youtube.com/watch?v=33Wa-OQjrss&feature=youtu.be YouTube: SVG Graphics] == Activities == # Create and use raster graphics. #* Review [[Wikipedia: Canva graphics]]. Use a free, web-based image editor, such as [https://www.canva.com/create/ Canva: Image Creation] to create a new raster image. #* Review [[Wikipedia: Raster graphics]]. Use a free, web-based image editor, such as [https://www.picozu.com/editor/ Picozu: Image Editor] or [https://pixlr.com/editor/ Pixlr: Editor], to create a new raster image. #* Review [[Wikipedia: GIMP]]. Download and install GIMP and use it to create a new raster image for your web page. See [https://www.gimp.org/tutorials/ GIMP: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a raster image to the web page you created in the previous lesson. # Create and use vector graphics. #* Review [[Wikipedia: Canva graphics]]. Use a free, web-based image editor, such as [https://www.canva.com/create/ Canva: Image Creation] to create a new vector image. #* Review [[Wikipedia: Vector graphics]]. Complete the [https://vectr.com/lessons/getting_started Vectr.com: Vector graphics tutorial] and create a new vector graphics image. #* Review [[Wikipedia: Inkscape]]. Download and install Inkscape and use it to create a new vector graphics image for your web page. See [https://inkscape.org/en/learn/tutorials/ Inkscape: Tutorials] for tutorials. #* Review [https://www.w3schools.com/tags/tag_img.asp W3Schools: HTML img tag]. Add a vector graphics image to the web page you created in the previous lesson. # Use multimedia. #* Complete the tutorial [https://www.learnfree.org/challenges/photoshop-basics LearnFree: Photo Shop]. #* Review [[Wikipedia: VLC media player]]. Download and install VLC media player and use it to play multimedia video and audio files. # Create multimedia. #* Review [http://www.wikihow.com/Screen-Capture-to-File-Using-VLC WikiHow: How to Screen Capture to File Using VLC] or [https://www.howtogeek.com/120202/how-to-record-your-desktop-to-a-file-or-stream-it-over-the-internet-with-vlc/ HowToGeek: How to Record Your Desktop to a File or Stream It over the Internet]. #* Use VLC or another screen capture program to capture a video of your desktop as you demonstrate something you've learned in this course, or record a similar video using a computer webcam, tablet, or smart phone. #* Review [https://support.google.com/youtube/?hl=en#topic=4355169 Google: YouTube Help Center] and upload your screencast or video to YouTube. # Add multimedia to a web page. #* Review [https://www.w3schools.com/html/html_youtube.asp W3Schools: HTML YouTube Videos]. Add your YouTube video to the web page you created in the previous lesson. #* Review [https://www.w3schools.com/html/html_media.asp W3Schools: HTML Multimedia] and [https://www.w3schools.com/html/html5_video.asp W3Schools: HTML5 Video]. Add a video element to your web page. #* Review [https://www.w3schools.com/html/html5_audio.asp W3Schools: HTML5 Audio]. Add an audio element to your web page. == Lesson Summary == * Computer graphics are pictures and films created using computers.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally.<ref>[[Wikipedia: Computer graphics]]</ref> * Computer animation is the art of creating moving images via the use of computers.<ref>[[Wikipedia: Computer graphics]]</ref> * A raster graphics or bitmap image is a dot matrix data structure, representing a generally rectangular grid of pixels, or points of color, viewable via a monitor, paper, or other display medium.<ref>[[Wikipedia: Raster graphics]]</ref> * Raster graphics are resolution dependent, meaning they cannot scale up to an arbitrary resolution without loss of apparent quality.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector graphics is the use of polygons to represent images in computer graphics.<ref>[[Wikipedia: Vector graphics]]</ref> * Vector art is ideal for printing since the art is made from a series of mathematical curves, it will print very crisply even when resized.<ref>[[Wikipedia: Vector graphics]]</ref> * Raster-based image editors, such as Painter, Photoshop, Paint.NET, MS Paint, and GIMP, revolve around editing pixels.<ref>[[Wikipedia: Raster graphics]]</ref> * Vector-based image editors, such as Xfig, CorelDRAW, Adobe Illustrator, or Inkscape, revolve around editing lines and shapes (vectors).<ref>[[Wikipedia: Raster graphics]]</ref> * The <code>&lt;img&gt;</code> element is used to insert an image into an HTML page. The <code>src</code> attribute specifies the image URL. The required <code>alt</code> attribute provides alternative text in case the image cannot be displayed.<ref>[[Wikipedia: HTML]]</ref> * A typical <code>img</code> element includes:<ref>[[Wikipedia: HTML]]</ref> <blockquote> <syntaxhighlight lang="HTML"> <img src="example.jpg" alt="Alternate text that describes the image."> </syntaxhighlight> </blockquote> * Multimedia is content that uses a combination of different content forms such as text, audio, images, animations, video and interactive content.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia can be recorded and played, displayed, interacted with or accessed by information content processing devices, such as computerized and electronic devices.<ref>[[Wikipedia: Multimedia]]</ref> * The term "rich media" is synonymous with interactive multimedia.<ref>[[Wikipedia: Multimedia]]</ref> * Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.<ref>[[Wikipedia: Multimedia]]</ref> * Enhanced levels of interactivity are made possible by combining multiple forms of media content. Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over time.<ref>[[Wikipedia: Multimedia]]</ref> * In addition to seeing and hearing, haptic technology enables virtual objects to be felt. Emerging technology involving illusions of taste and smell may also enhance the multimedia experience.<ref>[[Wikipedia: Multimedia]]</ref> * Multimedia may be broadly divided into linear and non-linear categories:<ref>[[Wikipedia: Multimedia]]</ref> **Linear active content progresses often without any navigational control for the viewer such as a cinema presentation ** Non-linear uses interactivity to control progress as with a video game or self-paced computer-based training. Hypermedia is an example of non-linear content. *Multimedia presentations can be live or recorded:<ref>[[Wikipedia: Multimedia]]</ref> ** A recorded presentation may allow interactivity via a navigation system ** A live multimedia presentation may allow interactivity via an interaction with the presenter or performer. * Multimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial temporal applications.<ref>[[Wikipedia: Multimedia]]</ref> * Streaming media is multimedia that is constantly received by and presented to an end-user while being delivered by a provider. A client end-user can use their media player to begin to play the data file (such as a digital file of a movie or song) before the entire file has been transmitted.<ref>[[Wikipedia: Streaming media]]</ref> * Live streaming refers to Internet content delivered in real-time, as events happen.<ref>[[Wikipedia: Streaming media]]</ref> * There are challenges with streaming content on the Internet. If the user does not have enough bandwidth in their Internet connection, they may experience stops in the content and some users may not be able to stream certain content due to not having compatible computer or software systems.<ref>[[Wikipedia: Streaming media]]</ref> * The <code>&lt;audio&gt;</code> element represents a sound, or an audio stream.<ref>[[Wikipedia: HTML5 Audio]]</ref> * A typical <code>audio</code> element includes:<ref>[[Wikipedia: HTML5 Audio]]</ref> <blockquote> <syntaxhighlight lang="html5"> <audio controls> <source src="example.mp4" type='audio/mp4' /> <source src="example.oga" type='audio/ogg; codecs=vorbis' /> <p>Your user agent does not support the HTML5 Audio element.</p> </audio> </syntaxhighlight> </blockquote> * Supported <code>audio</code> types include PCM (WAV), MP3, AAC (MP4, ADTS), Vorbis (Ogg, WebM), Opus (Ogg, WebM), and FLAC (FLAC, Ogg).<ref>[[Wikipedia: HTML5 Audio]]</ref> * The <code>&lt;video&gt;</code> element plays videos.<ref>[[Wikipedia: HTML5 video]]</ref> * A typical <code>video</code> element includes:<ref>[[Wikipedia: HTML5 video]]</ref> <blockquote> <syntaxhighlight lang="html5"> <video poster="movie.jpg" controls> <source src="example.webm" type='video/webm; codecs="vp8.0, vorbis"'> <source src="example.ogv" type='video/ogg; codecs="theora, vorbis"'> <source src="example.mp4" type='video/mp4; codecs="avc1.4D401E, mp4a.40.2"'> <p>Your user agent does not support the HTML5 video tag.</p> </video> </syntaxhighlight> </blockquote> * Supported <code>video</code> types include MP4, Ogg, and WebM.<ref>[https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats]</ref> == Key Terms == ;AIFF (Audio Interchange File Format) :An audio file format standard developed by Apple and used for storing sound data for personal computers and other electronic audio devices.<ref>[[Wikipedia: Audio Interchange File Format]]</ref> ;AVI (Audio Video Interleave) :A multimedia container format introduced by Microsoft as part of its Video for Windows software.<ref>[[Wikipedia: Audio Video Interleave]]</ref> ;CGI (computer-generated imagery) :The application of computer graphics to create or contribute to images in art, printed media, video games, films, television programs, shorts, commercials, videos, and simulators.<ref>[[Wikipedia: Computer-generated imagery]]</ref> ;codec :A device or computer program for encoding or decoding a digital data stream or signal.<ref>[[Wikipedia: Codec]]</ref> ;GIF (Graphics Interchange Format) :A raster graphics file format that uses lossless compression and supports interlacing and animation.<ref>[[Wikipedia: GIF]]</ref> ;haptic technology :Creates a sense of touch by applying forces, vibrations, or motions to the user.<ref>[[Wikipedia: Haptic technology]]</ref> ;JPEG :A raster graphics file format that uses lossy compression.<ref>[[Wikipedia: JPEG]]</ref> ;lossless compression :Data encoding methods that allow the original data to be perfectly reconstructed from the compressed data.<ref>[[Wikipedia: Lossless compression]]</ref> ;lossy compression :Data encoding methods that use inexact approximations and partial data discarding to represent the content.<ref>[[Wikipedia: Lossy compression]]</ref> ;MIDI (Musical Instrument Digital Interface) :A technical standard that describes a protocol, digital interface, and connectors and allows a wide variety of electronic musical instruments, computers and other related devices to connect and communicate with one another.<ref>[[Wikipedia: MIDI]]</ref> ;MOV (Quicktime Movie) :A computer file format used natively by the Apple QuickTime multimedia framework.<ref>[[Wikipedia: QuickTime File Format]]</ref> ;MPEG (Moving Picture Experts Group) :A working group of authorities that was formed by ISO and IEC to set standards for audio and video compression and transmission.<ref>[[Wikipedia: Moving Picture Experts Group]]</ref> ;MP3 (MPEG-1 Audio Layer3) :An audio coding format for digital audio developed by the Moving Picture Experts Group that uses a form of lossy data compression.<ref>[[Wikipedia: MP3]]</ref> ;MP4 (MPEG-4 Part 14) :A digital multimedia container format most commonly used to store video and audio, which allows streaming over the Internet.<ref>[[Wikipedia: MPEG-4 Part 14]]</ref> ;OGG :A free, open container format maintained by the Xiph.Org Foundation that is unrestricted by software patents and is designed to provide for efficient streaming and manipulation of high quality digital multimedia.<ref>[[Wikipedia: Ogg]]</ref> ;pixel (picture element) :A single point in a raster image.<ref>[[Wikipedia: Computer graphics]]</ref> ;PNG (Portable Network Graphics) :A raster graphics file format that uses lossless data compression and supports interlacing but not animation.<ref>[[Wikipedia: Portable Network Graphics]]</ref> ;podcast :An episodic series of digital audio files which a user can download and listen to.<ref>[[Wikipedia: Podcast]]</ref> ;screencast :A digital recording of computer screen output, often containing audio narration.<ref>[[Wikipedia: Screencast]]</ref> ;streaming media :Multimedia that is constantly received by and presented to an end-user while being delivered by a provider.<ref>[[Wikipedia: Streaming media]]</ref> ;SVG (Scalable Vector Graphics) :A vector graphics file format defined using XML text files.<ref>[[Wikipedia: Scalable Vector Graphics]]</ref> ;TIFF (Tagged Image File Format) :A raster graphics file format that uses lossless compression but does not support interlacing or animation.<ref>[[Wikipedia: TIFF]]</ref> ;WAV (Waveform) :An audio file format standard developed by Microsoft and IBM for storing an audio bitstream on PCs.<ref>[[Wikipedia: WAV]]</ref> ;webcast :A media presentation distributed over the Internet using streaming media technology to distribute a single content source to many simultaneous listeners/viewers.<ref>[[Wikipedia: Webcast]]</ref> == Assessments == * Flashcards: [https://quizlet.com/285371387/lesson-5-multimedia-on-the-web-flash-cards/ Quizlet: Multimedia on the Web] * Quiz: [https://quizlet.com/285371387/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Multimedia on the Web] == See Also == * [https://www.w3.org/wiki/HTML/Elements/audio W3.org: Audio Element] * [https://www.w3.org/wiki/HTML/Elements/video W3.org: Video Element] * [https://developer.mozilla.org/en-US/docs/Web/HTML/Supported_media_formats Mozilla: Supported media formats] * [http://training.gov.au/Training/Details/ICTWEB303 Training.gov.au: ICTWEB303 - Produce digital images for the web] * [http://training.gov.au/Training/Details/ICTWEB412 Training.gov.au: ICTWEB412 - Produce interactive web animation] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Graphics]] [[Category:Multimedia]] [[Category:Completed resources]] cwbeghyub0a5yh4pcm6lroyxryj9tpv 0 216132 2814578 2672648 2026-06-08T14:10:56Z Cmiller1137 2395700 /* Activities */ 2814578 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [http://www.gcflearnfree.org/googlehangouts/ GCFLearnFree: Google Hangouts]. If you don't already have a Hangouts account, sign up for Hangounts and call or text a friend. #** Complete the tutorial [http://www.gcflearnfree.org/whatsapp/ GCFLearnFree: WhatsApp]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [http://www.gcflearnfree.org/snapchat/ GCFLearnFree: Snapchat]. If you don't already have a Snapchat account, sign up for Snapchat and send snaps to a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] eefvama1nunzglgwmw9kct8pr65qoz7 2814579 2814578 2026-06-08T14:12:23Z Cmiller1137 2395700 /* Activities */ 2814579 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [http://www.gcflearnfree.org/whatsapp/ GCFLearnFree: WhatsApp]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [http://www.gcflearnfree.org/snapchat/ GCFLearnFree: Snapchat]. If you don't already have a Snapchat account, sign up for Snapchat and send snaps to a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] g1ww9ty4s9mzrcukdnflmzfipkbxctq 2814580 2814579 2026-06-08T14:13:43Z Cmiller1137 2395700 /* Activities */ 2814580 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [http://www.gcflearnfree.org/snapchat/ GCFLearnFree: Snapchat]. If you don't already have a Snapchat account, sign up for Snapchat and send snaps to a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] pbvtxjbgurpp8jjhfv1lq8bixytmind 2814582 2814580 2026-06-08T14:14:20Z Cmiller1137 2395700 /* Activities */ 2814582 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [http://www.gcflearnfree.org/snapchat/ GCFLearnFree: Snapchat]. If you don't already have a Snapchat account, sign up for Snapchat and send snaps to a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] qkjppand25rd1s1x4tvtj6ia8drmlqi 2814584 2814582 2026-06-08T14:14:49Z Cmiller1137 2395700 /* Activities */ 2814584 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] ho7ufvhtqkejfjl0vb8oezv79up9cey 2814589 2814584 2026-06-08T14:16:48Z Cmiller1137 2395700 /* Activities */ 2814589 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] nd1zlctcoi2kiopi7mjendo9l2cud3a 2814596 2814589 2026-06-08T14:19:14Z Cmiller1137 2395700 /* Activities */ 2814596 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] 7ee6ol35bqaj44t4k88c84gvbaif6k7 2814598 2814596 2026-06-08T14:20:30Z Cmiller1137 2395700 /* Activities */ 2814598 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] 4eep436avs0yzk12z9lblpn3xy0wwh8 2814599 2814598 2026-06-08T14:25:43Z Cmiller1137 2395700 /* Activities */ 2814599 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. #** Complete the tutorial [youtube.com/watch?v=opQu0oNarRE&time_continue=16&source_ve_path=NzY3NTg&embeds_referring_euri=https%3A%2F%2Fwww.perkins.org%2F&embeds_referring_origin=https%3A%2F%2Fwww.perkins.org Zoomː Zoom 101: Installing, Starting, Joining]. If you don't already have a Google account, sign up for Zoom and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] nghgwkkstl933w1nc71630vi3yoh9yx 2814600 2814599 2026-06-08T14:27:25Z Cmiller1137 2395700 /* Activities */ 2814600 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. #** Complete the tutorial [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] If you don't already have a Google account, sign up for Zoom and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] gpf6bnq0brarpq9zxxbr9o1sgfq1jmw 2814601 2814600 2026-06-08T14:28:28Z Cmiller1137 2395700 /* Activities */ 2814601 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. #** View the tutorial [https://www.youtube.com/watch?v=opQu0oNarRE&t=16s YouTube: Zoom 101 - Installing, Starting, Joining] If you don't already have a Zoom account, sign up for Zoom and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] ajstuvwoelenx9xrw727jptjws0uz7r 2814602 2814601 2026-06-08T14:29:17Z Cmiller1137 2395700 /* Activities */ 2814602 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. #** View the tutorial # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] If you don't already have a Zoom account, sign up for Zoom and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] 7iq9ucm3ojyti4j75395bcevw0mfgnw 2814603 2814602 2026-06-08T14:30:07Z Cmiller1137 2395700 /* Activities */ 2814603 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. #** View the tutorial [https://www.youtube.com/watch?v=opQu0oNarRE&t=16s YouTube: What is VoIP?] If you don't already have a Zoom account, sign up for Zoom and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] grkxwjazh4d60hhbn0ll971uq199w7x 2814604 2814603 2026-06-08T14:30:57Z Cmiller1137 2395700 /* Activities */ 2814604 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. #** View the tutorial [https://www.youtube.com/watch?v=opQu0oNarRE&t=16s YouTube: Zoom Basics] If you don't already have a Zoom account, sign up for Zoom and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] 39vq2h194fsc9p348frysx4zb3cmcwp 2814605 2814604 2026-06-08T14:32:25Z Cmiller1137 2395700 /* Activities */ 2814605 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. #** View the tutorial [https://www.perkins.org/resource/zoom-101-basic-steps-using-zoom/ YouTube: Zoom Basics] If you don't already have a Zoom account, sign up for Zoom and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] iekg08fop164nkp88d3oplb70oyvt9a 2814606 2814605 2026-06-08T14:33:25Z Cmiller1137 2395700 /* Activities */ 2814606 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Telephone icon blue gradient.svg|right|120px|Telephone]] [[File:Human-folder-remote-ftp.svg|right|120px|FTP]] [[File:Share Icon.png|right|120px|Share]] [[File:Gnome-preferences-desktop-remote-desktop.svg|right|120px|Remote Desktop]] This lesson introduces Internet communications services, including Voice over IP, file transfer, file sharing, and screen sharing. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Define and use additional networking and Internet services. * Efficiently transmit text and binary files using popular Internet services. == Readings == # [[Wikipedia: Voice over IP]] # [[Wikipedia: Web conferencing]] # [[Wikipedia: Remote desktop software]] # [[Wikipedia: File transfer]] # [[Wikipedia: File Transfer Protocol]] # [[Wikipedia: Peer-to-peer file sharing]] # [[Wikipedia: SMS]] == Multimedia == # [https://www.youtube.com/watch?v=o6CmqaVAf74 YouTube: What is VoIP?] # [https://www.youtube.com/watch?v=FnWkUBzDu8c YouTube: Get Started with Web Conferencing] # [https://www.youtube.com/watch?v=PH3MICteZTo YouTube: Remote Desktop Applications] # [https://www.youtube.com/watch?v=8IC8-WIkE2c YouTube: What is FTP (File Transfer Protocol) and how do I use it?] # [https://www.youtube.com/watch?v=fZYCpfvsGak YouTube: Peer to Peer Filesharing - Simply Speaking] == Activities == # Internet Services #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/internet_services.htm TutorialsPoint: Internet Services]. # VoIP / Messaging #* Complete the tutorial [https://www.tutorialspoint.com/internet_technologies/collaboration_overview.htm TutorialsPoint: Internet Collaboration Overview]. Based on the information provided, decide which of the following communication applications interest you. Then complete one of the following VoIP / messaging tutorials: #** Complete the tutorial [https://faq.whatsapp.com/240694875565320 WhatsAppː FAQ]. If you don't already have a WhatsApp account, sign up for WhatsApp and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9300511?hl=en&sjid=8483452717022584379-NC&visit_id=639165249175892441-3626434208&ref_topic=9296517&rd=1 Google Chatː Getting Started]. If you don't already have a Google Chat account, sign up for Google and call or text a friend. #** Complete the tutorial [https://support.google.com/a/users/answer/9282720?hl=en&sjid=8483452717022584379-NC Google Meetː Training]. If you don't already have a Google account, sign up for Google and meet with a friend. #** View the tutorial [https://www.perkins.org/resource/zoom-101-basic-steps-using-zoom/ Zoom: Zoom Basics] If you don't already have a Zoom account, sign up for Zoom and meet with a friend. # Screen Sharing / Remote Desktop #* Research remote desktop applications and use one of the following programs to remotely connect to another computer: #** [[Wikipedia: Chrome Remote Desktop]] #** [[Wikipedia: Quick Assist]] #** [[Wikipedia: Virtual Network Computing]] # FTP #* Review [https://www.exavault.com/blog/how-to-access-ftp-server-from-browser ExaVault: How to Access an FTP Server from the Browser] or [https://www.hostinger.com/tutorials/what-is-ftp Hostinger: What is FTP?]. Using a browser or FTP client, https://dlptest.com/ftp-test/ provides a demo FTP server to practice with. # Intellectual Property #* Review [https://www.riaa.com/resources-learning/about-piracy/ RIAA:About Piracy]. Research legal issues and potential penalties related to illegal peer-to-peer file sharing. == Lesson Summary == * Voice over Internet Protocol (also voice over IP, VoIP or IP telephony) is a methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> * The terms Internet telephony, broadband telephony, and broadband phone service specifically refer to the provisioning of communications services (voice, fax, SMS, voice-messaging) over the public Internet, rather than via the public switched telephone network (PSTN).<ref>[[Wikipedia: Voice over IP]]</ref> * Instead of being transmitted over a circuit-switched network, VoIP information is packetized, and transmission occurs as IP packets over a packet-switched network.<ref>[[Wikipedia: Voice over IP]]</ref> * VoIP is available on dedicated phones, smartphones, personal computers, and Internet access devices. Calls and SMS text messages may be sent over 3G/4G or Wi-Fi.<ref>[[Wikipedia: Voice over IP]]</ref> * File transfer is the transmission of a computer file through a communication channel from one computer system to another. File transfer options include: transparent file transfers over network file systems, explicit file transfers from dedicated file transfer services like FTP or HTTP, and distributed file transfers over peer-to-peer networks like Bittorent or Gnutella.<ref>[[Wikipedia: File transfer]]</ref> * The File Transfer Protocol (FTP) is a standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP is built on a client-server model architecture and uses separate control and data connections between the client and the server.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * FTP users may authenticate themselves with a clear-text sign-in protocol, normally in the form of a username and password, but can connect anonymously if the server is configured to allow it.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * For secure transmission that protects the username and password, and encrypts the content, FTP is often secured with SSL/TLS (FTPS).<ref>[[Wikipedia: File Transfer Protocol]]</ref> * SSH File Transfer Protocol (SFTP) is sometimes also used instead of FTP/FTPS, but it is technologically different.<ref>[[Wikipedia: File Transfer Protocol]]</ref> * Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-peer (P2P) networking technology.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * P2P file sharing allows users to access media files such as books, music, movies, and games using a P2P software program that searches for other connected computers on a P2P network to locate the desired content.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The nodes (peers) of P2P networks are end-user computers and distribution servers are not required.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * There are five types of P2P users: users who create services, users who allow services, users who facilitate search, users who allow communication, users who are uncooperative and free ride.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Researchers have examined potential P2P security risks including the release of personal information, bundled spyware, and viruses downloaded from the network.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * The act of file sharing is not illegal and peer-to-peer networks are used for legitimate purposes. The legal issues in file sharing involve violating the laws of copyrighted material.<ref>[[Wikipedia: Peer-to-peer file sharing]]</ref> * Remote desktop refers to a software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop applications may allow attaching to an existing user's session and "remote controlling", either displaying the remote control session or blanking the screen.<ref>[[Wikipedia: Remote desktop]]</ref> * Remote desktop software captures the mouse and keyboard inputs from the local computer (client) and sends them to the remote computer (server). The remote computer in turn sends the display commands to the local computer.<ref>[[Wikipedia: Remote desktop]]</ref> == Key Terms == ;application sharing :An element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time.<ref>[[Wikipedia: Application sharing]]</ref> ;collaboration :Application software designed to help people involved in a common task to achieve goals. It can be divided into three categories depending on the level of collaboration: communication, conferencing and co-ordination.<ref>[[Wikipedia: Collaborative software]]</ref> ;convergence :The tendency that as technology changes, different technological systems evolve toward performing similar tasks across information technologies, telecommunication, consumer electronics, and entertainment.<ref>[[Wikipedia: Technological convergence]]</ref> ;FTP :A standard network protocol used for the transfer of computer files between a client and server on a computer network.<ref>[[Wikipedia: File Transfer Protocol]]</ref> ;remote access :Connection to a data-processing system from a remote location, for example, through a Remote Access Service or virtual private network.<ref>[[Wikipedia: Remote access]]</ref> ;remote desktop software :A software or operating system feature that allows a personal computer's desktop environment to be run remotely on one system while being displayed on a separate client device.<ref>[[Wikipedia: Remote desktop software]]</ref> ;RDP :A proprietary protocol developed by Microsoft, which provides a user with a graphical interface to connect to another computer over a network connection.<ref>[[Wikipedia: Remote Desktop Protocol]]</ref> ;unified communications :The integration of enterprise communication services such as instant messaging (chat), presence information, voice, mobility features, audio, web & video conferencing, fixed-mobile convergence (FMC), desktop sharing, data sharing, call control and speech recognition with non-real-time communication services such as unified messaging.<ref>[[Wikipedia: Unified communications]]</ref> ;version control :The management of changes to documents, computer programs, large web sites, and other collections of information.<ref>[[Wikipedia: Version control]]</ref> ;VNC :A graphical desktop sharing system that uses the Remote Frame Buffer protocol (RFB) to remotely control another computer.<ref>[[Wikipedia: Virtual Network Computing]]</ref> ;VoIP :A methodology and group of technologies for the delivery of voice communications and multimedia sessions over Internet Protocol (IP) networks, such as the Internet.<ref>[[Wikipedia: Voice over IP]]</ref> == Assessments == * Flashcards: [https://quizlet.com/60462335/lesson-2-internet-communication-flash-cards/ Quizlet: Internet Communications] * Quiz: [https://quizlet.com/60462335/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: Internet Communications] == See Also == * [[VoIP]] * [[FTP challenges]] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Telecommunications]] [[Category:Completed resources]] lcxauo0hm80clc72xxy6u05g1eclq86 0 216136 2814561 2401612 2026-06-08T13:29:32Z Cmiller1137 2395700 /* Activities */ 2814561 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} [[File:Penguin office worker by mimooh.svg|right|200px|Work]] This lesson introduces Information Technology careers. __TOC__ == Objectives and Skills == Objectives and skills for this lesson include:<ref>[https://www.ciwcertified.com/resources/documents/objectives/1D0-61a.pdf CIW: Internet Business Associate Exam Objectives]</ref><ref>[https://www.ciwcertified.com/resources/documents/course-descriptions/CCN02CFIBFNKL1208.pdf CIW: Internet Business Associate Course Description]</ref> * Identify job roles in the Information Technology (IT) industry, including the responsibilities, tasks and skills they require. * Manage career opportunities in the IT industry. == Readings == # [[Wikipedia: Career]] # [[Wikipedia: Job search]] # [[Wikipedia: Résumé]] # [https://www.bls.gov/ooh/computer-and-information-technology/home.htm Bureau of Labor Statistics: Computer and Information Technology Careers] == Multimedia == # [https://www.youtube.com/watch?v=FbT2iKffsyA YouTube: How To Get Started in a Information Technology career] # [https://www.youtube.com/watch?v=D_udZhr-LN8 YouTube: Career Path in IT] # [https://www.youtube.com/watch?v=wbQQ-XGx7s0 YouTube: Career In Tech: How To Find The Right Role For You] == Student Presentations == # [https://www.youtube.com/watch?v=HbP1MBvYzVo YouTube: IT Careers] == Activities == # Career Planning - Complete one or more of the following: #* Complete the tutorial [http://www.gcflearnfree.org/careerplanningandsalary/ GCFLearnFree: Career Planning and Salary]. Then download and fill out the [http://media.gcflearnfree.org/ctassets/topics/160/gcf_career_planning.pdf GCFLearnFree: Career Planning Worksheet]. #* Complete the tutorial [http://www.gcflearnfree.org/jobsearchandnetworking/ GCFLearnFree: Job Search and Networking]. Then download and fill out the [http://media.gcflearnfree.org/ctassets/topics/159/gcf_personal_branding_worksheet.pdf GCFLearnFree: Personal Branding Worksheet]. # Job Outlook and Preparation - Complete one or more of the following: #* Review [https://www.youtube.com/user/creatingitfutures Creating IT Futures: IT Career videos]. For one or more IT career job titles, use the [http://www.bls.gov/ooh/ BLS.gov: Occupational Outlook Handbook] and [http://salary.com Salary.com] to research job prospects, education requirements, and current salary ranges for positions that interest you. #* Review [http://www.itcareerfinder.com/it-certifications.html IT Career Finder: IT Certfications]. Research preparation requirements and current salary ranges for certifications that interest you. # Resume and LinkedIn Profile - Complete one or more of the following: #* Complete the tutorial [https://www.learnfree.org/series/resume-writing LearnFree: Resume Writing]. Use a sample resume template and create your own resume. Save the resume in different formats (plain text, PDF, word processor). #* Complete the tutorial [http://www.gcflearnfree.org/linkedin GCFLearnFree: LinkedIn Basics]. Create a LinkedIn profile. Add your summary, experience, and education. #* Connect with people you know (friends, family members, classmates, current and former work colleagues, teachers, professors, etc.) who would be able to recommend you to future employers and employment opportunities. == Lesson Summary == * A career is an individual's metaphorical "journey" through learning, work and other aspects of life.<ref>[[Wikipedia: Career]]</ref> * Career management describes the active and purposeful management of a career by an individual.<ref>[[Wikipedia: Career]]</ref> * Career choices are based on natural talents, work style, social interaction, work-life balance, altruism, stress levels, and income needs.<ref>[[Wikipedia: Career]]</ref> * Career success may be measured by status, earnings, satisfaction, personal achievement, and personal values.<ref>[[Wikipedia: Career]]</ref> * Job searching is the act of looking for employment, due to unemployment, underemployment, discontent with a current position, or a desire for a better position.<ref>[[Wikipedia: Job search]]</ref> * The immediate goal of job seeking is usually to obtain a job interview with an employer which may lead to getting hired.<ref>[[Wikipedia: Job search]]</ref> * Many job seekers research the employers to which they are applying, and some employers see evidence of this as a positive sign of enthusiasm for the position or the company, or as a mark of thoroughness.<ref>[[Wikipedia: Job search]]</ref> * Job seekers need to pay attention to what potential employers and recruiters find when they do their pre-interview information gathering about applicants.<ref>[[Wikipedia: Job search]]</ref> * Contacting as many people as possible is a highly effective way to find a job. It is estimated that 50% or higher of all jobs are found through personal connections (networking).<ref>[[Wikipedia: Job search]]</ref> * After finding a desirable job, seekers apply for the job by responding to an advertisement, applying through a website, or emailing or mailing in a hard copy of a résumé to a prospective employer.<ref>[[Wikipedia: Job search]]</ref> * Once an employer has received résumés, they will make a list of potential employees to be interviewed based on the résumé and any other information contributed.<ref>[[Wikipedia: Job search]]</ref> * A résumé (also spelled resume), is a document used by a person to present their backgrounds and skills.<ref>[[Wikipedia: Résumé]]</ref> == Key Terms == ;computer programmer :Write and test code that allows computer applications and software programs to function properly.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;computer support specialist :Provide help and advice to people and organizations using computer software or equipment.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;computer systems analyst :Study an organization’s current computer systems and procedures and design information systems solutions to help the organization operate more efficiently and effectively.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;database administrator :Use specialized software to store and organize data, such as financial information and customer shipping records.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;information security analyst :Plan and carry out security measures to protect an organization’s computer networks and systems.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;network administrator :Responsible for the day-to-day operation of computer networks.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;network architect :Design and build data communication networks, including local area networks (LANs), wide area networks (WANs), and intranets.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;software developer :Develop applications that allow people to do specific tasks on a computer or another device or develop the underlying systems that run the devices or that control networks.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;system administrator :Responsible for the day-to-day operation of computer systems.<ref>[https://www.bls.gov/ooh/computer-and-information-technology/home.htm BLS: Computer and Information Technology]</ref> ;web designer :Design website front end, user interface, user experience, etc.<ref>[http://www.rasmussen.edu/degrees/design/blog/web-designer-versus-web-developer/ Rasmussen: Web Designer vs. Web Developer]</ref> ;web developer :Develop website back end, functionality, database connectivity, etc.<ref>[http://www.rasmussen.edu/degrees/design/blog/web-designer-versus-web-developer/ Rasmussen: Web Designer vs. Web Developer]</ref> == Assessments == * Flashcards: [https://quizlet.com/mx/526997458/it-careers-flash-cards/ Quizlet: IT Careers] * Quiz: [https://quizlet.com/526997458/test?answerTermSides=2&promptTermSides=6&questionCount=10&questionTypes=4&showImages=true Quizlet: IT Careers] == See Also == * [[Careers and Employment]] * [https://www.linkedin.com/pulse/10-tips-students-new-grads-linkedin-omar-garriott/ LinkedIn: 10 LinkedIn Tips for Students & New Grads] * [http://college.usatoday.com/2015/06/22/linkedin-summary-templates/ USA Today: 5 Templates That Will Make Writing the Perfect LinkedIn Summary a Breeze] == References == {{reflist}} {{DEFAULTSORT:{{SUBPAGENAME}}}} {{CourseCat}} {{subpage navbar}} [[Category:Occupations]] [[Category:Completed resources]] 0wpflqasj7p6u9kq84d4iqm4um99oj1 0 238631 2814627 2808299 2026-06-08T15:45:31Z Andy?yes 3006471 2814627 wikitext text/x-wiki '''OpenStax''' (formerly OpenStax College) is a nonprofit ed-tech initiative based at Rice University. Since 2012, OpenStax has created peer-reviewed, openly licensed textbooks, which are available as free downloadable PDFs, web versions, audiobooks<ref>{{Cite web|url=https://openstax.org/blog/guest-post-how-audio-technology-is-creating-more-inclusive-learning|title=OpenStax {{!}} How audio technology is creating more inclusive learning|website=openstax.org|language=en-US|access-date=2025-10-20}}</ref> and for a low cost in print. All textbook content is licensed under Creative Commons Attribution Licenses; specifically, the books are available under the Creative Commons Attribution-NonCommercial-ShareAlike License v4.0, which means that instructors are free to use, adapt, and remix the content, as long as they attribute OpenStax.<ref>[[Wikipedia: OpenStax]]</ref> The following Wikiversity resources devoted to OpenStax textbooks. These resources also included materials available at [https://openstax.org/ '''openstax.org''']. Although some versions found on Wikiversity are out-of-date, some might find them more convenient to access. *[[OpenStax American Government 3e]] (click to visit) *[[OpenStax American Government 4e]] (click to visit) *[[OpenStax University Physics|OpenStax University Physics (click to visit)]] *[[OpenStax College Physics|OpenStax College Physics (click to visit)]] *[[OpenStax Astronomy|OpenStax Astronomy (click to visit)]] *[[OpenStax Astronomy 2e|OpenStax Astronomy 2e (click to visit)]] *[[OpenStax Anatomy and Physiology 2e|OpenStax Anatomy & Physiology 2e]] *[[OpenStax Biology 2e]] *[[OpenStax Business Ethics]] *[[OpenStax Concepts of Biology]] *[[OpenStax Introduction to Anthropology]] *[[OpenStax Introduction to Business]] *[[OpenStax Introduction to Business 2e]] *[[OpenStax Introduction to Political Science]] *[[OpenStax Introduction to Sociology 3e]] *[[OpenStax Lifespan Development]] *[[OpenStax Principles of Macroeconomics 3e]] *[[OpenStax Psychology 2e]] *[[OpenStax US History]] *[[OpenStax world history volume 1 to 1500|OpenStax World History, Volume 1: to 1500]] *'''OpenStax Calculus: ''' No resources have been developed, but (out-of-date) pdf versions of the three volume textbook are posted on Wikiversity at: '''[[:File:CalculusVolume1-OP.pdf|V1]]''' | '''[[:File:CalculusVolume2-OP.pdf|V2]]''' | '''[[:File:CalculusVolume3-LR.pdf|V3]]''' == See Also == * [[Wikipedia: OpenStax]] * [https://openstax.org/ OpenStax.org] * [https://audileo.com/ Official OpenStax Audio Textbooks] *[[:Category:openstax textbook]] *[https://www.facebook.com/openstax/ OpenStax Facebook page] * [https://www.ted.com/talks/richard_baraniuk_the_birth_of_the_open_source_learning_revolution TED Talk dated 2006-02] Founder Richard Baraniuk discussing Connexions *[[Quizbank]] * [https://www.youtube.com/watch?v=Xog2X2SnjvQ YouTube: Importing OpenStax content into Pressbooks] == References == {{reflist}} {{subpages/List}} [[category:openstax file]] [[Category:Quizbank]] t6uz2nzt0ip2q3v8ebc246v19gf8o93 2814639 2814627 2026-06-08T16:01:07Z Andy?yes 3006471 2814639 wikitext text/x-wiki '''OpenStax''' (formerly OpenStax College) is a nonprofit ed-tech initiative based at Rice University. Since 2012, OpenStax has created peer-reviewed, openly licensed textbooks, which are available as free downloadable PDFs, web versions, audiobooks<ref>{{Cite web|url=https://openstax.org/blog/guest-post-how-audio-technology-is-creating-more-inclusive-learning|title=OpenStax {{!}} How audio technology is creating more inclusive learning|website=openstax.org|language=en-US|access-date=2025-10-20}}</ref> and for a low cost in print. All textbook content is licensed under Creative Commons Attribution Licenses; specifically, the books are available under the Creative Commons Attribution-NonCommercial-ShareAlike License v4.0, which means that instructors are free to use, adapt, and remix the content, as long as they attribute OpenStax.<ref>[[Wikipedia: OpenStax]]</ref> The following Wikiversity resources devoted to OpenStax textbooks. These resources also included materials available at [https://openstax.org/ '''openstax.org''']. Although some versions found on Wikiversity are out-of-date, some might find them more convenient to access. *[[OpenStax American Government 3e]] *[[OpenStax American Government 4e]] *[[OpenStax University Physics|OpenStax University Physics (click to visit)]] *[[OpenStax College Physics|OpenStax College Physics (click to visit)]] *[[OpenStax Astronomy|OpenStax Astronomy (click to visit)]] *[[OpenStax Astronomy 2e|OpenStax Astronomy 2e (click to visit)]] *[[OpenStax Anatomy and Physiology 2e|OpenStax Anatomy & Physiology 2e]] *[[OpenStax Biology 2e]] *[[OpenStax Business Ethics]] *[[OpenStax College Success Concise]] *[[OpenStax Concepts of Biology]] *[[OpenStax Introduction to Anthropology]] *[[OpenStax Introduction to Business]] *[[OpenStax Introduction to Business 2e]] *[[OpenStax Introduction to Political Science]] *[[OpenStax Introduction to Sociology 3e]] *[[OpenStax Lifespan Development]] *[[OpenStax Organizational Behavior]] *[[OpenStax Principles of Economics 3e]] *[[OpenStax Principles of Macroeconomics 3e]] *[[OpenStax Principles of Microeconomics 3e]] *[[OpenStax Psychology 2e]] *[[OpenStax US History]] *[[OpenStax world history volume 1 to 1500|OpenStax World History, Volume 1: to 1500]] *'''OpenStax Calculus: ''' No resources have been developed, but (out-of-date) pdf versions of the three volume textbook are posted on Wikiversity at: '''[[:File:CalculusVolume1-OP.pdf|V1]]''' | '''[[:File:CalculusVolume2-OP.pdf|V2]]''' | '''[[:File:CalculusVolume3-LR.pdf|V3]]''' == See Also == * [[Wikipedia: OpenStax]] * [https://openstax.org/ OpenStax.org] * [https://audileo.com/ Official OpenStax Audio Textbooks] *[[:Category:openstax textbook]] *[https://www.facebook.com/openstax/ OpenStax Facebook page] * [https://www.ted.com/talks/richard_baraniuk_the_birth_of_the_open_source_learning_revolution TED Talk dated 2006-02] Founder Richard Baraniuk discussing Connexions *[[Quizbank]] * [https://www.youtube.com/watch?v=Xog2X2SnjvQ YouTube: Importing OpenStax content into Pressbooks] == References == {{reflist}} {{subpages/List}} [[category:openstax file]] [[Category:Quizbank]] tffl3k8dbphs684sw054uzub4ndcyrm 3 250786 2814688 2812475 2026-06-08T21:30:05Z MediaWiki message delivery 983498 /* Tech News: 2026-24 */ new section 2814688 wikitext text/x-wiki == First Message Posting == Update Talk on Wikiversity [[User:Bnhassin|Bnhassin]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]]) 21:04, 29 June 2019 (UTC) == Update Sandbox User == == Posting to sandbox == Update Sandbox on Wikiversity [[User:Bnhassin/sandbox]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]])[[User:Bnhassin|Bnhassin]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]]) 11:04, 25 October 2020 (UTC) == [[m:Special:MyLanguage/Tech/News/2020/50|Tech News: 2020-50]] == <section begin="technews-2020-W50"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/50|Translations]] are available. '''Recent changes''' * You can now put pages on your watchlist for a limited period of time. Some wikis already had this function. [https://meta.wikimedia.org/wiki/Community_Tech/Watchlist_Expiry][https://www.mediawiki.org/wiki/Help:Watchlist_expiry] '''Changes later this week''' * Information from Wikidata that is used on a wiki page can be shown in recent changes and watchlists on a Wikimedia wiki. To see this you need to turn on showing Wikidata edits in your watchlist in the preferences. Changes to the Wikidata description in the language of a Wikimedia wiki will then be shown in recent changes and watchlists. This will not show edits to languages that are not relevant to your wiki. [https://lists.wikimedia.org/pipermail/wikidata/2020-November/014402.html][https://phabricator.wikimedia.org/T191831] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2020-12-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2020-12-09|en}}. It will be on all wikis from {{#time:j xg|2020-12-10|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * You can vote on proposals in the [[m:Special:MyLanguage/Community Wishlist Survey 2021|Community Wishlist Survey]] between 8 December and 21 December. The survey decides what the [[m:Community Tech|Community Tech team]] will work on. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/50|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2020-W50"/> 16:15, 7 December 2020 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20754641 --> == [[m:Special:MyLanguage/Tech/News/2020/51|Tech News: 2020-51]] == <section begin="technews-2020-W51"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/51|Translations]] are available. '''Recent changes''' * There is a [[mw:Wikipedia for KaiOS|Wikipedia app]] for [[:w:en:KaiOS|KaiOS]] phones. It was released in India in September. It can now be downloaded in other countries too. [https://diff.wikimedia.org/2020/12/10/growing-wikipedias-reach-with-an-app-for-kaios-feature-phones/] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2020-12-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2020-12-16|en}}. It will be on all wikis from {{#time:j xg|2020-12-17|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/51|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2020-W51"/> 21:34, 14 December 2020 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20803489 --> == [[m:Special:MyLanguage/Tech/News/2020/52|Tech News: 2020-52]] == <section begin="technews-2020-W52"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2020/52|Translations]] are available. '''Tech News''' * Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 11 January 2021. '''Recent changes''' * The <code><nowiki>{{citation needed}}</nowiki></code> template shows when a statement in a Wikipedia article needs a source. If you click on it when you edit with the visual editor there is a popup that explains this. Now it can also show the reason and when it was added. [https://phabricator.wikimedia.org/T270107] '''Changes later this week''' * There is no new MediaWiki version this week or next week. '''Future changes''' * You can [[m:WMDE Technical Wishes/Geoinformation/Ideas|propose and discuss]] what technical improvements should be done for geographic information. This could be coordinates, maps or other related things. * Some wikis use [[mw:Writing systems/LanguageConverter|LanguageConverter]] to switch between writing systems or variants of a language. This can only be done for the entire page. There will be a <code><nowiki><langconvert></nowiki></code> tag that can convert a piece of text on a page. [https://phabricator.wikimedia.org/T263082] * Oversighters and stewards can hide entries in [[Special:AbuseLog|Special:AbuseLog]]. They can soon hide multiple entries at once using checkboxes. This works like hiding normal edits. It will happen in early January. [https://phabricator.wikimedia.org/T260904] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2020/52|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2020-W52"/> 20:54, 21 December 2020 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20833836 --> == [[m:Special:MyLanguage/Tech/News/2021/02|Tech News: 2021-02]] == <section begin="technews-2021-W02"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/02|Translations]] are available. '''Recent changes''' * You can choose to be reminded when you have not added an edit summary. This can be done in your preferences. This could conflict with the [[:w:en:CAPTCHA|CAPTCHA]]. This has now been fixed. [https://phabricator.wikimedia.org/T12729] * You can link to specific log entries. You can get these links for example by clicking the timestamps in the log. Until now, such links to private log entries showed no entry even if you had permission to view private log entries. The links now show the entry. [https://phabricator.wikimedia.org/T269761] * Admins can use the [[:mw:Special:MyLanguage/Extension:AbuseFilter|abuse filter tool]] to automatically prevent bad edits. Three changes happened last week: ** The filter editing interface now shows syntax errors while you type. This is similar to JavaScript pages. It also shows a warning for regular expressions that match the empty string. New warnings will be added later. [https://phabricator.wikimedia.org/T187686] ** [[m:Special:MyLanguage/Meta:Oversighters|Oversighters]] can now hide multiple filter log entries at once using checkboxes on [[Special:AbuseLog]]. This is how the usual revision deletion works. [https://phabricator.wikimedia.org/T260904] ** When a filter matches too many actions after it has been changed it is "throttled". The most powerful actions are disabled. This is to avoid many editors getting blocked when an administrator made a mistake. The administrator will now get a notification about this "throttle". * [[File:Octicons-tools.svg|15px|link=|Advanced item]] There is a new tool to [https://skins.wmflabs.org/?#/add build new skins]. You can also [https://skins.wmflabs.org/?#/ see] existing [[mw:Special:MyLanguage/Manual:Skins|skins]]. You can [[mw:User talk:Jdlrobson|give feedback]]. [https://lists.wikimedia.org/pipermail/wikitech-l/2020-December/094130.html] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Bots using the API no longer watch pages automatically based on account preferences. Setting the <code>watchlist</code> to <code>watch</code> will still work. This is to reduce the size of the watchlist data in the database. [https://phabricator.wikimedia.org/T258108] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[mw:Special:MyLanguage/Extension:Scribunto|Scribunto's]] [[:mw:Extension:Scribunto/Lua reference manual#File metadata|file metadata]] now includes length. [https://phabricator.wikimedia.org/T209679] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:w:en:CSS|CSS]] and [[:w:en:JavaScript|JavaScript]] code pages now have link anchors to [https://patchdemo.wmflabs.org/wikis/40e4795d4448b55a6d8c46ff414bcf78/w/index.php/MediaWiki:En.js#L-125 line numbers]. You can use wikilinks like [[:w:en:MediaWiki:Common.js#L-50]]. [https://phabricator.wikimedia.org/T29531] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] There was a [[mw:MediaWiki 1.36/wmf.25|new version]] of MediaWiki last week. You can read [[mw:MediaWiki 1.36/wmf.25/Changelog|a detailed log]] of all 763 changes. Most of them are very small and will not affect you. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-13|en}}. It will be on all wikis from {{#time:j xg|2021-01-14|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/02|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W02"/> 15:42, 11 January 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20950047 --> == [[m:Special:MyLanguage/Tech/News/2021/03|Tech News: 2021-03]] == <section begin="technews-2021-W03"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/03|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-20|en}}. It will be on all wikis from {{#time:j xg|2021-01-21|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * The [[mw:Special:MyLanguage/Growth|Growth team]] plans to add features to [[mw:Special:MyLanguage/Growth/Personalized first day/Newcomer tasks/Experiment analysis, November 2020|get more visitors to edit]] to more Wikipedias. You can help [https://translatewiki.net/w/i.php?title=Special:Translate&group=ext-growthexperiments&language=&filter=&action=translate translating the interface]. * You will be able to read but not to edit Wikimedia Commons for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210126T07 {{#time:j xg|2021-01-26|en}} at 07:00 (UTC)]. [https://phabricator.wikimedia.org/T271791] * [[m:Special:MyLanguage/MassMessage|MassMessage]] posts could be automatically timestamped in the future. This is because MassMessage senders can now send pages using MassMessage. Pages are more difficult to sign. If there are times when a MassMessage post should not be timestamped you can [[phab:T270435|let the developers know]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/03|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W03"/> 16:10, 18 January 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20974628 --> == [[m:Special:MyLanguage/Tech/News/2021/04|Tech News: 2021-04]] == <section begin="technews-2021-W04"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/04|Translations]] are available. '''Problems''' * You will be able to read but not to edit Wikimedia Commons for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210126T07 {{#time:j xg|2021-01-26|en}} at 07:00 (UTC)]. You will not be able to read or edit [[:wikitech:Main Page|Wikitech]] for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210128T09 {{#time:j xg|2021-01-28|en}} at 09:00 (UTC)]. [https://phabricator.wikimedia.org/T271791][https://phabricator.wikimedia.org/T272388] '''Changes later this week''' * [[m:WMDE Technical Wishes/Bracket Matching|Bracket matching]] will be added to the [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] syntax highlighter on the first wikis. The first wikis are German and Catalan Wikipedia and maybe other Wikimedia wikis. This will happen on 27 January. [https://phabricator.wikimedia.org/T270238] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-27|en}}. It will be on all wikis from {{#time:j xg|2021-01-28|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/04|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W04"/> 18:31, 25 January 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21007423 --> == [[m:Special:MyLanguage/Tech/News/2021/05|Tech News: 2021-05]] == <section begin="technews-2021-W05"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/05|Translations]] are available. '''Problems''' * [[:w:en:IPv6|IPv6 addresses]] were written in lowercase letters in diffs. This caused dead links since [[Special:Contributions|Special:Contributions]] only accepted uppercase letters for the IPs. This has been fixed. [https://phabricator.wikimedia.org/T272225] '''Changes later this week''' * You can soon use Wikidata to link to pages on the multilingual Wikisource. [https://phabricator.wikimedia.org/T138332] * Often editors use a "non-breaking space" to make a gap between two items when reading but still show them together. This can be used to avoid a line break. You will now be able to add new ones via the special character tool in the 2010, 2017, and visual editors. The character will be shown in the visual editor as a space with a grey background. [https://phabricator.wikimedia.org/T70429][https://phabricator.wikimedia.org/T96666] * [[File:Octicons-tools.svg|15px|link=| Advanced item]] Wikis use [[mw:Special:MyLanguage/Extension:AbuseFilter|abuse filters]] to stop bad edits being made. Filter maintainers can now use syntax like <code>1.2.3.4 - 1.2.3.55</code> as well as the <code>1.2.3.4/27</code> syntax for IP ranges. [https://phabricator.wikimedia.org/T218074] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.29|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-03|en}}. It will be on all wikis from {{#time:j xg|2021-02-04|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[mw:Skin:Minerva Neue|Minerva]] is the skin Wikimedia wikis use for mobile traffic. When a page is protected and you can't edit it you can normally read the source wikicode. This doesn't work on Minerva on mobile devices. This is being fixed. Some text might overlap. This is because your community needs to update [[MediaWiki:Protectedpagetext|MediaWiki:Protectedpagetext]] to work on mobile. You can [[phab:T208827|read more]]. [https://www.mediawiki.org/wiki/Recommendations_for_mobile_friendly_articles_on_Wikimedia_wikis#Inline_styles_should_not_use_properties_that_impact_sizing_and_positioning][https://www.mediawiki.org/wiki/Recommendations_for_mobile_friendly_articles_on_Wikimedia_wikis#Avoid_tables_for_anything_except_data] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:wikitech:Portal:Cloud VPS|Cloud VPS]] and [[:wikitech:Portal:Toolforge|Toolforge]] will change the IP address they use to contact the wikis. The new IP address will be <code>185.15.56.1</code>. This will happen on February 8. You can [[:wikitech:News/CloudVPS NAT wikis|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/05|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W05"/> 22:38, 1 February 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21033195 --> == [[m:Special:MyLanguage/Tech/News/2021/06|Tech News: 2021-06]] == <section begin="technews-2021-W06"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/06|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Wikimedia Apps|Wikipedia app]] for Android now has watchlists and talk pages in the app. [https://play.google.com/store/apps/details?id=org.wikipedia] '''Changes later this week''' * You can see edits to chosen pages on [[Special:Watchlist|Special:Watchlist]]. You can add pages to your watchlist on every wiki you like. The [[:mw:Special:MyLanguage/Extension:GlobalWatchlist|GlobalWatchlist]] extension will come to Meta on 11 February. There you can see entries on watched pages on different wikis on the same page. The new watchlist will be found on [[m:Special:GlobalWatchlist|Special:GlobalWatchlist]] on Meta. You can choose which wikis to watch and other preferences on [[m:Special:GlobalWatchlistSettings|Special:GlobalWatchlistSettings]] on Meta. You can watch up to five wikis. [https://phabricator.wikimedia.org/T260862] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.30|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-10|en}}. It will be on all wikis from {{#time:j xg|2021-02-11|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * When admins [[mw:Special:MyLanguage/Help:Protecting and unprotecting pages|protect]] pages the form will use the [[mw:UX standardization|OOUI look]]. [[Special:Import|Special:Import]] will also get the new look. This will make them easier to use on mobile phones. [https://phabricator.wikimedia.org/T235424][https://phabricator.wikimedia.org/T108792] * Some services will not work for a short period of time from 07:00 UTC on 17 February. There might be problems with new [[m:Special:MyLanguage/Wikimedia URL Shortener|short links]], new translations, new notifications, adding new items to your [[mw:Reading/Reading Lists|reading lists]] or recording [[:w:en:Email#Tracking of sent mail|email bounces]]. This is because of database maintenance. [https://phabricator.wikimedia.org/T273758] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[m:Tech/News/2021/05|Last week]] Tech News reported that the IP address [[:wikitech:Portal:Cloud VPS|Cloud VPS]] and [[:wikitech:Portal:Toolforge|Toolforge]] use to contact the wikis will change on 8 February. This is delayed. It will happen later instead. [https://wikitech.wikimedia.org/wiki/News/CloudVPS_NAT_wikis] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/06|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W06"/> 17:42, 8 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21082948 --> == [[m:Special:MyLanguage/Tech/News/2021/07|Tech News: 2021-07]] == <section begin="technews-2021-W07"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/07|Translations]] are available. '''Problems''' * There were problems with recent versions of MediaWiki. Because the updates caused problems the developers rolled back to an earlier version. Some updates and new functions will come later than planned. [https://lists.wikimedia.org/pipermail/wikitech-l/2021-February/094255.html][https://lists.wikimedia.org/pipermail/wikitech-l/2021-February/094271.html] * Some services will not work for a short period of time from 07:00 UTC on 17 February. There might be problems with new [[m:Special:MyLanguage/Wikimedia URL Shortener|short links]], new translations, new notifications, adding new items to your [[mw:Reading/Reading Lists|reading lists]] or recording [[:w:en:Email#Tracking of sent mail|email bounces]]. This is because of database maintenance. [https://phabricator.wikimedia.org/T273758] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.31|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-17|en}}. It will be on all wikis from {{#time:j xg|2021-02-18|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/07|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W07"/> 17:56, 15 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21105437 --> == [[m:Special:MyLanguage/Tech/News/2021/08|Tech News: 2021-08]] == <div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/08|Translations]] are available. '''Recent changes''' * The visual editor will now use [[:c:Commons:Structured data/Media search|MediaSearch]] to find images. You can search for images on Commons in the visual editor when you are looking for illustrations. This is to help editors find better images. [https://phabricator.wikimedia.org/T259896] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlighter]] now works with more languages: [[:w:en:Futhark (programming language)|Futhark]], [[:w:en:Graphviz|Graphviz]]/[[:w:en:DOT (graph description language)|DOT]], CDDL and AMDGPU. [https://phabricator.wikimedia.org/T274741] '''Problems''' * Editing a [[mw:Special:MyLanguage/Extension:EasyTimeline|timeline]] might have removed all text from it. This was because of a bug and has been fixed. You might need to edit the timeline again for it to show properly. [https://phabricator.wikimedia.org/T274822] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.32|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-24|en}}. It will be on all wikis from {{#time:j xg|2021-02-25|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] There is a [[:m:Wikimedia Rust developers user group|user group]] for developers and users interested in working on Wikimedia wikis with the [[:w:en:Rust (programming language)|Rust programming language]]. You can join or tell others who want to make your wiki better in the future. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div> ---- 00:17, 23 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21134058 --> == [[m:Special:MyLanguage/Tech/News/2021/09|Tech News: 2021-09]] == <div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/09|Translations]] are available. '''Recent changes''' * Wikis using the [[mw:Special:MyLanguage/Growth/Feature summary|Growth team tools]] can now show the name of a newcomer's mentor anywhere [[mw:Special:MyLanguage/Help:Growth/Mentorship/Integrating_mentorship|through a magic word]]. This can be used for welcome messages or userboxes. * A new version of the [[c:Special:MyLanguage/Commons:VideoCutTool|VideoCutTool]] is now available. It enables cropping, trimming, audio disabling, and rotating video content. It is being created as part of the developer outreach programs. '''Problems''' * There was a problem with the [[mw:Special:MyLanguage/Manual:Job queue|job queue]]. This meant some functions did not save changes and mass messages were delayed. This did not affect wiki edits. [https://phabricator.wikimedia.org/T275437] * Some editors may not be logged in to their accounts automatically in the latest versions of Firefox and Safari. [https://phabricator.wikimedia.org/T226797] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.33|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-03|en}}. It will be on all wikis from {{#time:j xg|2021-03-04|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div> ---- 19:08, 1 March 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21161722 --> == [[m:Special:MyLanguage/Tech/News/2021/10|Tech News: 2021-10]] == <section begin="technews-2021-W10"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/10|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Content translation/Section translation|Section translation]] now works on Bengali Wikipedia. It helps mobile editors translate sections of articles. It will come to more wikis later. The first focus is active wikis with a smaller number of articles. You can [https://sx.wmflabs.org/index.php/Main_Page test it] and [[mw:Talk:Content translation/Section translation|leave feedback]]. * [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs|Flagged revisions]] now give admins the review right. [https://phabricator.wikimedia.org/T275293] * When someone links to a Wikipedia article on Twitter this will now show a preview of the article. [https://phabricator.wikimedia.org/T276185] '''Problems''' * Many graphs have [[:w:en:JavaScript|JavaScript]] errors. Graph editors can check their graphs in their browser's developer console after editing. [https://phabricator.wikimedia.org/T275833] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.34|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-10|en}}. It will be on all wikis from {{#time:j xg|2021-03-11|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). * The [[mw:Talk pages project/New discussion|New Discussion]] tool will soon be a new [[mw:Special:MyLanguage/Extension:DiscussionTools|discussion tools]] beta feature for on most Wikipedias. The goal is to make it easier to start new discussions. [https://phabricator.wikimedia.org/T275257] '''Future changes''' * There will be a number of changes to make it easier to work with templates. Some will come to the first wikis in March. Other changes will come to the first wikis in June. This is both for those who use templates and those who create or maintain them. You can [[:m:WMDE Technical Wishes/Templates|read more]]. * [[m:WMDE Technical Wishes/ReferencePreviews|Reference Previews]] will become a default feature on some wikis on 17 March. They will share a setting with [[mw:Page Previews|Page Previews]]. If you prefer the Reference Tooltips or Navigation-Popups gadget you can keep using them. If so Reference Previews won't be shown. [https://phabricator.wikimedia.org/T271206][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/ReferencePreviews] * New JavaScript-based functions will not work in [[:w:en:Internet Explorer 11|Internet Explorer 11]]. This is because Internet Explorer is an old browser that doesn't work with how JavaScript is written today. Everything that works in Internet Explorer 11 today will continue working in Internet Explorer for now. You can [[mw:Compatibility/IE11|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/10|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W10"/> 17:51, 8 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21175593 --> == [[m:Special:MyLanguage/Tech/News/2021/11|Tech News: 2021-11]] == <section begin="technews-2021-W11"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/11|Translations]] are available. '''Recent changes''' * Wikis that are part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|desktop improvements]] project can now use a new [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Search|search function]]. The desktop improvements and the new search will come to more wikis later. You can also [[mw:Reading/Web/Desktop Improvements#Deployment plan and timeline|test it early]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Editors who put up banners or change site-wide [[:w:en:JavaScript|JavaScript]] code should use the [https://grafana.wikimedia.org/d/000000566/overview?viewPanel=16&orgId=1 client error graph] to see that their changes has not caused problems. You can [https://diff.wikimedia.org/2021/03/08/sailing-steady%e2%80%8a-%e2%80%8ahow-you-can-help-keep-wikimedia-sites-error-free read more]. [https://phabricator.wikimedia.org/T276296] '''Problems''' * Due to [[phab:T276968|database issues]] the [https://meta.wikimedia.beta.wmflabs.org Wikimedia Beta Cluster] was read-only for over a day. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.34|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-17|en}}. It will be on all wikis from {{#time:j xg|2021-03-18|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * You can add a [[:w:en:Newline|newline]] or [[:w:en:Carriage return|carriage return]] character to a custom signature if you use a template. There is a proposal to not allow them in the future. This is because they can cause formatting problems. [https://www.mediawiki.org/wiki/New_requirements_for_user_signatures#Additional_proposal_(2021)][https://phabricator.wikimedia.org/T272322] * You will be able to read but not edit [[phab:T276899|12 wikis]] for a short period of time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210323T06 {{#time:j xg|2021-03-23|en}} at 06:00 (UTC)]. This could take 30 minutes but will probably be much faster. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] You can use [https://quarry.wmflabs.org/ Quarry] for [[:w:en:SQL|SQL]] queries to the [[wikitech:Wiki replicas|Wiki Replicas]]. Cross-database <code>JOINS</code> will no longer work from 23 March. There will be a new field to specify the database to connect to. If you think this affects you and you need help you can [[phab:T268498|post on Phabricator]] or on [[wikitech:Talk:News/Wiki Replicas 2020 Redesign|Wikitech]]. [https://wikitech.wikimedia.org/wiki/PAWS PAWS] and other ways to do [[:w:en:SQL|SQL]] queries to the Wiki Replicas will be affected later. [https://wikitech.wikimedia.org/wiki/News/Wiki_Replicas_2020_Redesign] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/11|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W11"/> 23:22, 15 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21226057 --> == [[m:Special:MyLanguage/Tech/News/2021/12|Tech News: 2021-12]] == <section begin="technews-2021-W12"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/12|Translations]] are available. '''Recent changes''' * There is a [[mw:Wikipedia for KaiOS|Wikipedia app]] for [[:w:en:KaiOS|KaiOS]] phones. They don't have a touch screen so readers navigate with the phone keys. There is now a [https://wikimedia.github.io/wikipedia-kaios/sim.html simulator] so you can see what it looks like. * The [[mw:Special:MyLanguage/Talk pages project/Replying|reply tool]] and [[mw:Special:MyLanguage/Talk pages project/New discussion|new discussion tool]] are now available as the "{{int:discussiontools-preference-label}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] in almost all wikis except German Wikipedia. '''Problems''' * You will be able to read but not edit [[phab:T276899|twelve wikis]] for a short period of time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210323T06 {{#time:j xg|2021-03-23|{{PAGELANGUAGE}}}} at 06:00 (UTC)]. This can also affect password changes, logging in to new wikis, global renames and changing or confirming emails. This could take 30 minutes but will probably be much faster. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.36|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-24|en}}. It will be on all wikis from {{#time:j xg|2021-03-25|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). * [[:w:en:Syntax highlighting|Syntax highlighting]] colours will change to be easier to read. This will soon come to the [[phab:T276346|first wikis]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Improved_Color_Scheme_of_Syntax_Highlighting] '''Future changes''' * [[mw:Special:MyLanguage/Extension:FlaggedRevs|Flagged revisions]] will no longer have multiple tags like "tone" or "depth". It will also only have one tier. This was changed because very few wikis used these features and they make the tool difficult to maintain. [https://phabricator.wikimedia.org/T185664][https://phabricator.wikimedia.org/T277883] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets and user scripts can access variables about the current page in JavaScript. In 2015 this was moved from <code dir=ltr>wg*</code> to <code dir=ltr>mw.config</code>. <code dir=ltr>wg*</code> will soon no longer work. [https://phabricator.wikimedia.org/T72470] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/12|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W12"/> 16:53, 22 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21244806 --> == [[m:Special:MyLanguage/Tech/News/2021/13|Tech News: 2021-13]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/13|Translations]] are available. '''Recent changes''' * Some very old [[:w:en:Web browser|web browsers]] [[:mw:Special:MyLanguage/Compatibility|don’t work]] well with the Wikimedia wikis. Some old code for browsers that used to be supported is being removed. This could cause issues in those browsers. [https://phabricator.wikimedia.org/T277803] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:m:IRC/Channels#Raw_feeds|IRC recent changes feeds]] have been moved to a new server. Make sure all tools automatically reconnect to <code>irc.wikimedia.org</code> and not to the name of any specific server. Users should also consider switching to the more modern [[:wikitech:Event Platform/EventStreams|EventStreams]]. [https://phabricator.wikimedia.org/T224579] '''Problems''' * When you move a page that many editors have on their watchlist the history can be split. It might also not be possible to move it again for a while. This is because of a [[:w:en:Job queue|job queue]] problem. [https://phabricator.wikimedia.org/T278350] * Some translatable pages on Meta could not be edited. This was because of a bug in the translation tool. The new MediaWiki version was delayed because of problems like this. [https://phabricator.wikimedia.org/T278429][https://phabricator.wikimedia.org/T274940] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.37|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-31|en}}. It will be on all wikis from {{#time:j xg|2021-04-01|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:30, 29 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21267131 --> == [[m:Special:MyLanguage/Tech/News/2021/14|Tech News: 2021-14]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/14|Translations]] are available. '''Recent changes''' * Editors can collapse part of an article so you have to click on it to see it. When you click a link to a section inside collapsed content it will now expand to show the section. The browser will scroll down to the section. Previously such links didn't work unless you manually expanded the content first. [https://phabricator.wikimedia.org/T276741] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:Special:MyLanguage/Citoid|citoid]] [[:w:en:API|API]] will use for example <code>2010-12-XX</code> instead of <code>2010-12</code> for dates with a month but no days. This is because <code>2010-12</code> could be confused with <code>2010-2012</code> instead of <code>December 2010</code>. This is called level 1 instead of level 0 in the [https://www.loc.gov/standards/datetime/ Extended Date/Time Format]. [https://phabricator.wikimedia.org/T132308] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.38|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-04-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-04-07|en}}. It will be on all wikis from {{#time:j xg|2021-04-08|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:wikitech:PAWS|PAWS]] can now connect to the new [[:wikitech:Wiki Replicas|Wiki Replicas]]. Cross-database <code>JOINS</code> will no longer work from 28 April. There is [[:wikitech:News/Wiki Replicas 2020 Redesign#How should I connect to databases in PAWS?|a new way to connect]] to the databases. Until 28 April both ways to connect to the databases will work. If you think this affects you and you need help you can post [[phab:T268498|on Phabricator]] or on [[wikitech:Talk:News/Wiki Replicas 2020 Redesign|Wikitech]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 19:41, 5 April 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21287348 --> == [[m:Special:MyLanguage/Tech/News/2021/16|Tech News: 2021-16]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/16|Translations]] are available. '''Recent changes''' * Email to the Wikimedia wikis are handled by groups of Wikimedia editors. These volunteer response teams now use [https://github.com/znuny/Znuny Znuny] instead of [[m:Special:MyLanguage/OTRS|OTRS]]. The functions and interface remain the same. The volunteer administrators will give more details about the next steps soon. [https://phabricator.wikimedia.org/T279303][https://phabricator.wikimedia.org/T275294] * If you use [[Mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighting]], you can see line numbers in the 2010 and 2017 wikitext editors when editing templates. This is to make it easier to see line breaks or talk about specific lines. Line numbers will soon come to all namespaces. [https://phabricator.wikimedia.org/T267911][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Line_Numbering][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/Line_Numbering] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Because of a technical change there could be problems with gadgets and scripts that have an edit summary area that looks [https://phab.wmfusercontent.org/file/data/llvdqqnb5zpsfzylbqcg/PHID-FILE-25vs4qowibmtysl7cbml/Screen_Shot_2021-04-06_at_2.34.04_PM.png similar to this one]. If they look strange they should use <code>mw.loader.using('mediawiki.action.edit.styles')</code> to go back to how they looked before. [https://phabricator.wikimedia.org/T278898] * The [[mw:MediaWiki 1.37/wmf.1|latest version]] of MediaWiki came to the Wikimedia wikis last week. There was no Tech News issue last week. '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * The user group <code>oversight</code> will be renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. This is the technical name. It doesn't affect what you call the editors with this user right on your wiki. This is planned to happen in two weeks. You can comment [[phab:T112147|in Phabricator]] if you have objections. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:48, 19 April 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21356080 --> == [[m:Special:MyLanguage/Tech/News/2021/17|Tech News: 2021-17]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/17|Translations]] are available. '''Recent changes''' * Templates have parameters that can have specific values. It is possible to suggest values for editors with [[mw:Special:MyLanguage/Extension:TemplateData|TemplateData]]. You can soon see them as a drop-down list in the visual editor. This is to help template users find the right values faster. [https://phabricator.wikimedia.org/T273857][https://meta.wikimedia.org/wiki/Special:MyLanguage/WMDE_Technical_Wishes/Suggested_values_for_template_parameters][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/Suggested_values_for_template_parameters] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-04-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-04-28|en}}. It will be on all wikis from {{#time:j xg|2021-04-29|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:24, 26 April 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21391118 --> == [[m:Special:MyLanguage/Tech/News/2021/18|Tech News: 2021-18]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/18|Translations]] are available. '''Recent changes''' * [[w:en:Wikipedia:Twinkle|Twinkle]] is a gadget on English Wikipedia. It can help with maintenance and patrolling. It can [[m:Grants:Project/Rapid/SD0001/Twinkle localisation/Report|now be used on other wikis]]. You can get Twinkle on your wiki using the [https://github.com/wikimedia-gadgets/twinkle-starter twinkle-starter] GitHub repository. '''Problems''' * The [[mw:Special:MyLanguage/Content translation|content translation tool]] did not work for many articles for a little while. This was because of a bug. [https://phabricator.wikimedia.org/T281346] * Some things will not work for about a minute on 5 May. This will happen [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210505T0600 around 06:00 UTC]. This will affect the content translation tool and notifications among other things. This is because of an upgrade to avoid crashes. [https://phabricator.wikimedia.org/T281212] '''Changes later this week''' * [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] will become a default feature on a number of wikis on 5 May. This is later than planned because of some changes. You can use it without using [[mw:Special:MyLanguage/Page Previews|Page Previews]] if you want to. The earlier plan was to have the preference to use both or none. [https://phabricator.wikimedia.org/T271206][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/ReferencePreviews] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-05|en}}. It will be on all wikis from {{#time:j xg|2021-05-06|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:w:en:CSS|CSS]] classes <code dir=ltr>.error</code>, <code dir=ltr>.warning</code> and <code dir=ltr>.success</code> do not work for mobile readers if they have not been specifically defined on your wiki. From June they will not work for desktop readers. This can affect gadgets and templates. The classes can be defined in [[MediaWiki:Common.css]] or template styles instead. [https://phabricator.wikimedia.org/T280766] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:43, 3 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21418010 --> == [[m:Special:MyLanguage/Tech/News/2021/19|Tech News: 2021-19]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/19|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-12|en}}. It will be on all wikis from {{#time:j xg|2021-05-13|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * You can see what participants plan to work on at the online [[mw:Wikimedia Hackathon 2021|Wikimedia hackathon]] 22–23 May. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:10, 10 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21428676 --> == [[m:Special:MyLanguage/Tech/News/2021/20|Tech News: 2021-20]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/20|Translations]] are available. '''Recent changes''' * There is a new toolbar in [[mw:Talk pages project/Replying|the Reply tool]]. It works in the wikitext source mode. You can enable it in [[Special:Preferences#mw-htmlform-discussion|your preferences]]. [https://phabricator.wikimedia.org/T276608] [https://www.mediawiki.org/wiki/Talk_pages_project/Replying#13_May_2021] [https://www.mediawiki.org/wiki/Talk_pages_project/New_discussion#13_May_2021] * Wikimedia [https://lists.wikimedia.org/mailman/listinfo mailing lists] are being moved to [[:w:en:GNU Mailman|Mailman 3]]. This is a newer version. For the [[:w:en:Character encoding|character encoding]] to work it will change from <code>[[:w:en:UTF-8|UTF-8]]</code> to <code>utf8mb3</code>. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IEYQ2HS3LZF2P3DAYMNZYQDGHWPVMTPY/][https://phabricator.wikimedia.org/T282621] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] An [[m:Special:MyLanguage/Tech/News/2021/14|earlier issue]] of Tech News said that the [[mw:Special:MyLanguage/Citoid|citoid]] [[:w:en:API|API]] would handle dates with a month but no days in a new way. This has been reverted for now. There needs to be more discussion of how it affects different wikis first. [https://phabricator.wikimedia.org/T132308] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] <code>MediaWiki:Pageimages-blacklist</code> will be renamed <code>MediaWiki:Pageimages-denylist</code>. The list can be copied to the new name. It will happen on 19 May for some wikis and 20 May for some wikis. Most wikis don't use it. It lists images that should never be used as thumbnails for articles. [https://phabricator.wikimedia.org/T282626] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-19|en}}. It will be on all wikis from {{#time:j xg|2021-05-20|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 13:49, 17 May 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21464279 --> == [[m:Special:MyLanguage/Tech/News/2021/21|Tech News: 2021-21]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/21|Translations]] are available. '''Recent changes''' * The Wikimedia movement has been using [[:m:Special:MyLanguage/IRC|IRC]] on a network called [[:w:en:Freenode|Freenode]]. There have been changes around who is in control of the network. The [[m:Special:MyLanguage/IRC/Group_Contacts|Wikimedia IRC Group Contacts]] have [[m:Special:Diff/21476411|decided]] to move to the new [[:w:en:Libera Chat|Libera Chat]] network instead. This is not a formal decision for the movement to move all channels but most Wikimedia IRC channels will probably leave Freenode. There is a [[:m:IRC/Migrating_to_Libera_Chat|migration guide]] and ongoing Wikimedia [[m:Wikimedia Forum#Freenode (IRC)|discussions about this]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-26|en}}. It will be on all wikis from {{#time:j xg|2021-05-27|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:07, 24 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21477606 --> == [[m:Special:MyLanguage/Tech/News/2021/22|Tech News: 2021-22]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/22|Translations]] are available. '''Problems''' * There was an issue on the Vector skin with the text size of categories and notices under the page title. It was fixed last Monday. [https://phabricator.wikimedia.org/T283206] '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:05, 31 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21516076 --> == [[m:Special:MyLanguage/Tech/News/2021/23|Tech News: 2021-23]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/23|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-09|en}}. It will be on all wikis from {{#time:j xg|2021-06-10|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * The Wikimedia movement uses [[:mw:Special:MyLanguage/Phabricator|Phabricator]] for technical tasks. This is where we collect technical suggestions, bugs and what developers are working on. The company behind Phabricator will stop working on it. This will not change anything for the Wikimedia movement now. It could lead to changes in the future. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/YAXOD46INJLAODYYIJUVQWOZFIV54VUI/][https://admin.phacility.com/phame/post/view/11/phacility_is_winding_down_operations/][https://phabricator.wikimedia.org/T283980] * Searching on Wikipedia will find more results in some languages. This is mainly true for when those who search do not use the correct [[:w:en:Diacritic|diacritics]] because they are not seen as necessary in that language. For example searching for <code>Bedusz</code> doesn't find <code>Będusz</code> on German Wikipedia. The character <code>ę</code> isn't used in German so many would write <code>e</code> instead. This will work better in the future in some languages. [https://phabricator.wikimedia.org/T219550] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:w:en:Cross-site request forgery|CSRF token parameters]] in the [[:mw:Special:MyLanguage/API:Main page|action API]] were changed in 2014. The old parameters from before 2014 will stop working soon. This can affect bots, gadgets and user scripts that still use the old parameters. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IMP43BNCI32C524O5YCUWMQYP4WVBQ2B/][https://phabricator.wikimedia.org/T280806] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:02, 7 June 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21551759 --> == [[m:Special:MyLanguage/Tech/News/2021/24|Tech News: 2021-24]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/24|Translations]] are available. '''Recent changes''' * Logged-in users on the mobile web can choose to use the [[:mw:Special:MyLanguage/Reading/Web/Advanced mobile contributions|advanced mobile mode]]. They now see categories in a similar way as users on desktop do. This means that some gadgets that have just been for desktop users could work for users of the mobile site too. If your wiki has such gadgets you could decide to turn them on for the mobile site too. Some gadgets probably need to be fixed to look good on mobile. [https://phabricator.wikimedia.org/T284763] * Language links on Wikidata now works for [[:oldwikisource:Main Page|multilingual Wikisource]]. [https://phabricator.wikimedia.org/T275958] '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * In the future we [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation|can't show the IP]] of unregistered editors to everyone. This is because privacy regulations and norms have changed. There is now a rough draft of how [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#Updates|showing the IP to those who need to see it]] could work. * German Wikipedia, English Wikivoyage and 29 smaller wikis will be read-only for a few minutes on 22 June. This is planned between 5:00 and 5:30 UTC. [https://phabricator.wikimedia.org/T284530] * All wikis will be read-only for a few minutes in the week of 28 June. More information will be published in Tech News later. It will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T281515][https://phabricator.wikimedia.org/T281209] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:26, 14 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21587625 --> == [[m:Special:MyLanguage/Tech/News/2021/25|Tech News: 2021-25]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/25|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The <code>otrs-member</code> group name is now <code>vrt-permissions</code>. This could affect abuse filters. [https://phabricator.wikimedia.org/T280615] '''Problems''' * You will be able to read but not edit German Wikipedia, English Wikivoyage and 29 smaller wikis for a few minutes on 22 June. This is planned between [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210623T0500 5:00 and 5:30 UTC]. [https://phabricator.wikimedia.org/T284530] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-23|en}}. It will be on all wikis from {{#time:j xg|2021-06-24|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:49, 21 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21593987 --> == [[m:Special:MyLanguage/Tech/News/2021/26|Tech News: 2021-26]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/26|Translations]] are available. '''Recent changes''' * Wikis with the [[mw:Special:MyLanguage/Growth|Growth features]] now can [[mw:Special:MyLanguage/Growth/Community configuration|configure Growth features directly on their wiki]]. This uses the new special page <code>Special:EditGrowthConfig</code>. [https://phabricator.wikimedia.org/T285423] * Wikisources have a new [[m:Special:MyLanguage/Community Tech/OCR Improvements|OCR tool]]. If you don't want to see the "extract text" button on Wikisource you can add <code>.ext-wikisource-ExtractTextWidget { display: none; }</code> to your [[Special:MyPage/common.css|common.css page]]. [https://phabricator.wikimedia.org/T285311] '''Problems''' *You will be able to read but not edit the Wikimedia wikis for a few minutes on 29 June. This is planned at [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210629T1400 14:00 UTC]. [https://phabricator.wikimedia.org/T281515][https://phabricator.wikimedia.org/T281209] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-30|en}}. It will be on all wikis from {{#time:j xg|2021-07-01|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * <code>Threshold for stub link formatting</code>, <code>thumbnail size</code> and <code>auto-number headings</code> can be set in preferences. They are expensive to maintain and few editors use them. The developers are planning to remove them. Removing them will make pages load faster. You can [[mw:Special:MyLanguage/User:SKim (WMF)/Performance Dependent User Preferences|read more and give feedback]]. * A toolbar will be added to the [[mw:Talk pages project/Replying|Reply tool]]'s wikitext source mode. This will make it easier to link to pages and to ping other users. [https://phabricator.wikimedia.org/T276609][https://www.mediawiki.org/wiki/Talk_pages_project/Replying#Status_updates] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:32, 28 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21653312 --> == [[m:Special:MyLanguage/Tech/News/2021/27|Tech News: 2021-27]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/27|Translations]] are available. '''Tech News''' * The next issue of Tech News will be sent out on 19 July. '''Recent changes''' * [[:wikidata:Q4063270|AutoWikiBrowser]] is a tool to make repetitive tasks easier. It now uses [[:w:en:JSON|JSON]]. <code>Wikipedia:AutoWikiBrowser/CheckPage</code> has moved to <code>Wikipedia:AutoWikiBrowser/CheckPageJSON</code> and <code>Wikipedia:AutoWikiBrowser/Config</code>. <code>Wikipedia:AutoWikiBrowser/CheckPage/Version</code> has moved to <code>Wikipedia:AutoWikiBrowser/CheckPage/VersionJSON</code>. The tool will eventually be configured on the wiki so that you don't have to wait until the new version to add templates or regular expression fixes. [https://phabricator.wikimedia.org/T241196] '''Problems''' * [[m:Special:MyLanguage/InternetArchiveBot|InternetArchiveBot]] helps saving online sources on some wikis. It adds them to [[:w:en:Wayback Machine|Wayback Machine]] and links to them there. This is so they don't disappear if the page that was linked to is removed. It currently has a problem with linking to the wrong date when it moves pages from <code>archive.is</code> to <code>web.archive.org</code>. [https://phabricator.wikimedia.org/T283432] '''Changes later this week''' * The tool to [[m:WMDE Technical Wishes/Finding and inserting templates|find, add and remove templates]] will be updated. This is to make it easier to find and use the right templates. It will come to the first wikis on 7 July. It will come to more wikis later this year. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Removing_a_template_from_a_page_using_the_VisualEditor][https://phabricator.wikimedia.org/T284553] * There is no new MediaWiki version this week. '''Future changes''' * Some Wikimedia wikis use [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]] or pending changes. It hides edits from new and unregistered accounts for readers until they have been patrolled. The auto review action in Flagged Revisions will no longer be logged. All old logs of auto-review will be removed. This is because it creates a lot of logs that are not very useful. [https://phabricator.wikimedia.org/T285608] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:33, 5 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21694636 --> == [[m:Special:MyLanguage/Tech/News/2021/29|Tech News: 2021-29]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/29|Translations]] are available. '''Recent changes''' * The tool to [[m:WMDE Technical Wishes/Finding and inserting templates|find, add and remove templates]] was updated. This is to make it easier to find and use the right templates. It was supposed to come to the first wikis on 7 July. It was delayed to 12 July instead. It will come to more wikis later this year. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Removing_a_template_from_a_page_using_the_VisualEditor][https://phabricator.wikimedia.org/T284553] * [[Special:UnconnectedPages|Special:UnconnectedPages]] lists pages that are not connected to Wikidata. This helps you find pages that can be connected to Wikidata items. Some pages should not be connected to Wikidata. You can use the magic word <code><nowiki>__EXPECTED_UNCONNECTED_PAGE__</nowiki></code> on pages that should not be listed on the special page. [https://phabricator.wikimedia.org/T97577] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-07-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-07-21|en}}. It will be on all wikis from {{#time:j xg|2021-07-22|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] How media is structured in the [[:w:en:Parsing|parser's]] HTML output will soon change. This can affect bots, gadgets, user scripts and extensions. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/L2UQJRHTFK5YG3IOZEC7JSLH2ZQNZRVU/ read more]. You can test it on [[:testwiki:Main Page|Testwiki]] or [[:test2wiki:Main Page|Testwiki 2]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The parameters for how you obtain [[mw:API:Tokens|tokens]] in the MediaWiki API were changed in 2014. The old way will no longer work from 1 September. Scripts, bots and tools that use the parameters from before the 2014 change need to be updated. You can [[phab:T280806#7215377|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:31, 19 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21755027 --> == [[m:Special:MyLanguage/Tech/News/2021/30|Tech News: 2021-30]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/30|Translations]] are available. '''Recent changes''' * A [[mw:MediaWiki 1.37/wmf.14|new version]] of MediaWiki came to the Wikimedia wikis the week before last week. This was not in Tech News because there was no newsletter that week. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-07-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-07-28|en}}. It will be on all wikis from {{#time:j xg|2021-07-29|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * If you use the [[mw:Special:MyLanguage/Skin:MonoBook|Monobook skin]] you can choose to switch off [[:w:en:Responsive web design|responsive design]] on mobile. This will now work for more skins. If <code>{{int:monobook-responsive-label}}</code> is unticked you need to also untick the new [[Special:Preferences#mw-prefsection-rendering|preference]] <code>{{int:prefs-skin-responsive}}</code>. Otherwise it will stop working. Interface admins can automate this process on your wiki. You can [[phab:T285991|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:11, 26 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21771634 --> == [[m:Special:MyLanguage/Tech/News/2021/31|Tech News: 2021-31]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/31|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] If your wiki uses markup like <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-ltr"></nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-rtl"></nowiki></code></bdi> without the required <bdi lang="zxx" dir="ltr"><code>dir</code></bdi> attribute, then these will no longer work in 2 weeks. There is a short-term fix that can be added to your local wiki's Common.css page, which is explained at [[phab:T287701|T287701]]. From now on, all usages should include the full attributes, for example: <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-ltr" dir="ltr" lang="en"></nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-rtl" dir="rtl" lang="he"></nowiki></code></bdi>. This also applies to some other HTML tags, such as <code>span</code> or <code>code</code>. You can find existing examples on your wiki that need to be updated, using the instructions at [[phab:T287701|T287701]]. * Reminder: Wikimedia has [[m:Special:MyLanguage/IRC/Migrating to Libera Chat|migrated to the Libera Chat IRC network]], from the old Freenode network. Local documentation should be updated. '''Problems''' * Last week, all wikis had slow access or no access for 30 minutes. There was a problem with generating dynamic lists of articles on the Russian Wikinews, due to the bulk import of 200,000+ new articles over 3 days, which led to database problems. The problematic feature has been disabled on that wiki and developers are discussing if it can be fixed properly. [https://phabricator.wikimedia.org/T287380][https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-07-26_ruwikinews_DynamicPageList] '''Changes later this week''' * When adding links to a page using [[mw:VisualEditor|VisualEditor]] or the [[mw:Special:MyLanguage/2017 wikitext editor|2017 wikitext editor]], [[mw:Special:MyLanguage/Extension:Disambiguator|disambiguation pages]] will now only appear at the bottom of search results. This is because users do not often want to link to disambiguation pages. [https://phabricator.wikimedia.org/T285510] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-04|en}}. It will be on all wikis from {{#time:j xg|2021-08-05|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * The [[mw:Wikimedia Apps/Team/Android|team of the Wikipedia app for Android]] is working on communication in the app. The developers are working on how to talk to other editors and get notifications. You can [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication|read more]]. They are looking for users who want to [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication/UsertestingJuly2021|test the plans]]. Any editor who has an Android phone and is willing to download the app can do this. * The [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] for {{int:discussiontools-preference-label}} will be updated in the coming weeks. You will be able to [[mw:Talk pages project/Notifications|subscribe to individual sections]] on a talk page at more wikis. You can test this now by adding <code>?dtenable=1</code> to the end of the talk page's URL ([https://meta.wikimedia.org/wiki/Meta_talk:Sandbox?dtenable=1 example]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:47, 2 August 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21818289 --> == [[m:Special:MyLanguage/Tech/News/2021/32|Tech News: 2021-32]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/32|Translations]] are available. '''Problems''' * You can read but not edit 17 wikis for a few minutes on 10 August. This is planned at [https://zonestamp.toolforge.org/1628571650 05:00 UTC]. This is because of work on the database. [https://phabricator.wikimedia.org/T287449] '''Changes later this week''' * The [[wmania:Special:MyLanguage/2021:Hackathon|Wikimania Hackathon]] will take place remotely on 13 August, starting at 5:00 UTC, for 24 hours. You can participate in many ways. You can still propose projects and sessions. * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-11|en}}. It will be on all wikis from {{#time:j xg|2021-08-12|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The old CSS <bdi lang="zxx" dir="ltr"><code><nowiki><div class="visualClear"></div></nowiki></code></bdi> will not be supported after 12 August. Instead, templates and pages should use <bdi lang="zxx" dir="ltr"><code><nowiki><div style="clear:both;"></div></nowiki></code></bdi>. Please help to replace any existing uses on your wiki. There are global-search links available at [[phab:T287962|T287962]]. '''Future changes''' * [[m:Special:MyLanguage/The Wikipedia Library|The Wikipedia Library]] is a place for Wikipedia editors to get access to sources. There is an [[mw:Special:MyLanguage/Extension:TheWikipediaLibrary|extension]] which has a new function to tell users when they can take part in it. It will use notifications. It will start pinging the first users in September. It will ping more users later. [https://phabricator.wikimedia.org/T288070] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[w:en:Vue.js|Vue.js]] will be the [[w:en:JavaScript|JavaScript]] framework for MediaWiki in the future. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/SOZREBYR36PUNFZXMIUBVAIOQI4N7PDU/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:21, 9 August 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21856726 --> == [[m:Special:MyLanguage/Tech/News/2021/33|Tech News: 2021-33]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/33|Translations]] are available. '''Recent changes''' * You can add language links in the sidebar in the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|new Vector skin]] again. You do this by connecting the page to a Wikidata item. The new Vector skin has moved the language links but the new language selector cannot add language links yet. [https://phabricator.wikimedia.org/T287206] '''Problems''' * There was a problem on wikis which use the Translate extension. Translations were not updated or were replaced with the English text. The problems have been fixed. [https://phabricator.wikimedia.org/T288700][https://phabricator.wikimedia.org/T288683][https://phabricator.wikimedia.org/T288719] '''Changes later this week''' * A [[mw:Help:Tags|revision tag]] will soon be added to edits that add links to [[mw:Special:MyLanguage/Extension:Disambiguator|disambiguation pages]]. This is because these links are usually added by accident. The tag will allow editors to easily find the broken links and fix them. If your wiki does not like this feature, it can be [[mw:Help:Tags#Deleting a tag added by the software|hidden]]. [https://phabricator.wikimedia.org/T287549] *Would you like to help improve the information about tools? Would you like to attend or help organize a small virtual meetup for your community to discuss the list of tools? Please get in touch on the [[m:Toolhub/The Quality Signal Sessions|Toolhub Quality Signal Sessions]] talk page. We are also looking for feedback [[m:Talk:Toolhub/The Quality Signal Sessions#Discussion topic for "Quality Signal Sessions: The Tool Maintainers edition"|from tool maintainers]] on some specific questions. * In the past, edits to any page in your user talk space ignored your [[mw:Special:MyLanguage/Help:Notifications#mute|mute list]], e.g. sub-pages. Starting this week, this is only true for edits to your talk page. [https://phabricator.wikimedia.org/T288112] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-18|en}}. It will be on all wikis from {{#time:j xg|2021-08-19|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 19:27, 16 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21889213 --> == [[m:Special:MyLanguage/Tech/News/2021/34|Tech News: 2021-34]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/34|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Extension:Score|Score]] extension (<bdi lang="zxx" dir="ltr"><code><nowiki><score></nowiki></code></bdi> notation) has been re-enabled on public wikis and upgraded to a newer version. Some musical score functionality may no longer work because the extension is only enabled in "safe mode". The security issue has been fixed and an [[mw:Special:MyLanguage/Extension:Score/2021 security advisory|advisory published]]. '''Problems''' * You will be able to read but not edit [[phab:T289130|some wikis]] for a few minutes on {{#time:j xg|2021-08-25|en}}. This will happen around [https://zonestamp.toolforge.org/1629871217 06:00 UTC]. This is for database maintenance. During this time, operations on the CentralAuth will also not be possible. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-25|en}}. It will be on all wikis from {{#time:j xg|2021-08-26|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:58, 23 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21923254 --> == Read-only reminder == <section begin="MassMessage"/> A maintenance operation will be performed on [https://zonestamp.toolforge.org/1629871231 {{#time: l F d H:i e|2021-08-25T06:00|en}}]. It should only last for a few minutes. This will affect your wiki as well as 11 other wikis. During this time, publishing edits will not be possible. Also during this time, operations on the CentralAuth will not be possible (GlobalRenames, changing/confirming e-mail addresses, logging into new wikis, password changes). For more details about the operation and on all impacted services, please check [[phab:T289130|on Phabricator]]. A banner will be displayed 30 minutes before the operation. Please help your community to be aware of this maintenance operation. {{Int:Feedback-thanks-title}}<section end="MassMessage"/> 20:35, 24 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21927201 --> == [[m:Special:MyLanguage/Tech/News/2021/35|Tech News: 2021-35]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/35|Translations]] are available. '''Recent changes''' * Some musical score syntax no longer works and may needed to be updated, you can check [[:Category:{{MediaWiki:score-error-category}}]] on your wiki for a list of pages with errors. '''Problems''' * Musical scores were unable to render lyrics in some languages because of missing fonts. This has been fixed now. If your language would prefer a different font, please file a request in Phabricator. [https://phabricator.wikimedia.org/T289554] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The parameters for how you obtain [[mw:API:Tokens|tokens]] in the MediaWiki API were changed in 2014. The old way will no longer work from 1 September. Scripts, bots and tools that use the parameters from before the 2014 change need to be updated. You can [[phab:T280806#7215377|read more]] about this. * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-01|en}}. It will be on all wikis from {{#time:j xg|2021-09-02|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * You will be able to read but not edit [[phab:T289660|Commons]] for a few minutes on {{#time:j xg|2021-09-06|en}}. This will happen around [https://zonestamp.toolforge.org/1630818058 05:00 UTC]. This is for database maintenance. * All wikis will be read-only for a few minutes in the week of 13 September. More information will be published in Tech News later. It will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T287539] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:01, 30 August 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21954810 --> == [[m:Special:MyLanguage/Tech/News/2021/36|Tech News: 2021-36]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/36|Translations]] are available. '''Recent changes''' * The wikis that have [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] deployed have been part of A/B testing since deployment, in which some newcomers did not receive the new features. Now, all of the newcomers on 21 of the smallest of those wikis will be receiving the features. [https://phabricator.wikimedia.org/T289786] '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In 2017, the provided jQuery library was upgraded from version 1 to 3, with a compatibility layer. The migration will soon finish, to make the site load faster for everyone. If you maintain a gadget or user script, check if you have any JQMIGRATE errors and fix them, or they will break. [https://phabricator.wikimedia.org/T280944][https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/6Z2BVLOBBEC2QP4VV4KOOVQVE52P3HOP/] * Last year, the Portuguese Wikipedia community embarked on an experiment to make log-in compulsory for editing.  The [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Impact report for Login Required Experiment on Portuguese Wikipedia|impact report of this trial]] is ready. Moving forward, the Anti-Harassment Tools team is looking for projects that are willing to experiment with restricting IP editing on their wiki for a short-term experiment. [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Login Required Experiment|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:20, 6 September 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21981010 --> == [[m:Special:MyLanguage/Tech/News/2021/37|Tech News: 2021-37]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/37|Translations]] are available. '''Recent changes''' * 45 new Wikipedias now have access to the [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]]. [https://phabricator.wikimedia.org/T289680] * [[mw:Special:MyLanguage/Growth/Deployment table|A majority of Wikipedias]] now have access to the Growth features. The Growth team [[mw:Special:MyLanguage/Growth/FAQ|has published an FAQ page]] about the features. This translatable FAQ covers the description of the features, how to use them, how to change the configuration, and more. '''Problems''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on 14 September. This is planned at [https://zonestamp.toolforge.org/1631628002 14:00 UTC]. [https://phabricator.wikimedia.org/T287539] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-15|en}}. It will be on all wikis from {{#time:j xg|2021-09-16|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). * Starting this week, Wikipedia in Italian will receive weekly software updates on Wednesdays. It used to receive the updates on Thursdays. Due to this change, bugs will be noticed and fixed sooner. [https://phabricator.wikimedia.org/T286664] * You can add language links in the sidebar in [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|the new Vector skin]] again. You do this by connecting the page to a Wikidata item. The new Vector skin has moved the language links but the new language selector cannot add language links yet. [https://phabricator.wikimedia.org/T287206] * The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlight]] tool marks up code with different colours. It now can highlight 23 new code languages. Additionally, <bdi lang="zxx" dir="ltr"><code>golang</code></bdi> can now be used as an alias for the [[d:Q37227|Go programming language]], and a special <bdi lang="zxx" dir="ltr"><code>output</code></bdi> mode has been added to show a program's output. [https://phabricator.wikimedia.org/T280117][https://gerrit.wikimedia.org/r/c/mediawiki/extensions/SyntaxHighlight_GeSHi/+/715277/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:35, 13 September 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22009517 --> == [[m:Special:MyLanguage/Tech/News/2021/38|Tech News: 2021-38]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/38|Translations]] are available. '''Recent changes''' * Growth features are now deployed to almost all Wikipedias. [[phab:T290582|For the majority of small Wikipedias]], the features are only available for experienced users, to [[mw:Special:MyLanguage/Growth/FAQ#enable|test the features]] and [[mw:Special:MyLanguage/Growth/FAQ#config|configure them]]. Features will be available for newcomers starting on 20 September 2021. * MediaWiki had a feature that would highlight local links to short articles in a different style. Each user could pick the size at which "stubs" would be highlighted. This feature was very bad for performance, and following a consultation, has been removed. [https://phabricator.wikimedia.org/T284917] * A technical change was made to the MonoBook skin to allow for easier maintenance and upkeep. This has resulted in some minor changes to HTML that make MonoBook's HTML consistent with other skins. Efforts have been made to minimize the impact on editors, but please ping [[m:User:Jon (WMF)|Jon (WMF)]] on wiki or in [[phab:T290888|phabricator]] if any problems are reported. '''Problems''' * There was a problem with search last week. Many search requests did not work for 2 hours because of an accidental restart of the search servers. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-09-13_cirrussearch_restart] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-22|en}}. It will be on all wikis from {{#time:j xg|2021-09-23|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[s:Special:ApiHelp/query+proofreadinfo|meta=proofreadpage API]] has changed. The <bdi lang="zxx" dir="ltr"><code><nowiki>piprop</nowiki></code></bdi> parameter has been renamed to <bdi lang="zxx" dir="ltr"><code><nowiki>prpiprop</nowiki></code></bdi>. API users should update their code to avoid unrecognized parameter warnings. Pywikibot users should upgrade to 6.6.0. [https://phabricator.wikimedia.org/T290585] '''Future changes''' * The [[mw:Special:MyLanguage/Help:DiscussionTools#Replying|Reply tool]] will be deployed to the remaining wikis in the coming weeks. It is currently part of "{{int:discussiontools-preference-label}}" in [[Special:Preferences#mw-prefsection-betafeatures|Beta features]] at most wikis. You will be able to turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|Editing Preferences]]. [https://phabricator.wikimedia.org/T262331] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:MediaWiki_1.37/Deprecation_of_legacy_API_token_parameters|previously announced]] change to how you obtain tokens from the API has been delayed to September 21 because of an incompatibility with Pywikibot. Bot operators using Pywikibot can follow [[phab:T291202|T291202]] for progress on a fix, and should plan to upgrade to 6.6.1 when it is released. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 18:32, 20 September 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22043415 --> == [[m:Special:MyLanguage/Tech/News/2021/39|Tech News: 2021-39]] == <section begin="technews-2021-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/39|Translations]] are available. '''Recent changes''' * [[w:en:IOS|iOS 15]] has a new function called [https://support.apple.com/en-us/HT212614 Private Relay] (Apple website). This can hide the user's IP when they use [[w:en:Safari (software)|Safari]] browser. This is like using a [[w:en:Virtual private network|VPN]] in that we see another IP address instead. It is opt-in and only for those who pay extra for [[w:en:ICloud|iCloud]]. It will come to Safari users on [[:w:en:OSX|OSX]] later. There is a [[phab:T289795|technical discussion]] about what this means for the Wikimedia wikis. '''Problems''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Some gadgets and user-scripts add items to the [[m:Customization:Explaining_skins#Portlets|portlets]] (article tools) part of the skin. A recent change to the HTML may have made those links a different font-size. This can be fixed by adding the CSS class <bdi lang="zxx" dir="ltr"><code>.vector-menu-dropdown-noicon</code></bdi>. [https://phabricator.wikimedia.org/T291438] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-29|en}}. It will be on all wikis from {{#time:j xg|2021-09-30|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Onboarding_new_Wikipedians#New_experience|GettingStarted extension]] was built in 2013, and provides an onboarding process for new account holders in a few versions of Wikipedia. However, the recently developed [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] provide a better onboarding experience. Since the vast majority of Wikipedias now have access to the Growth features, GettingStarted will be deactivated starting on 4 October. [https://phabricator.wikimedia.org/T235752] * A small number of users will not be able to connect to the Wikimedia wikis after 30 September. This is because an old [[:w:en:root certificate|root certificate]] will no longer work. They will also have problems with many other websites. Users who have updated their software in the last five years are unlikely to have problems. Users in Europe, Africa and Asia are less likely to have immediate problems even if their software is too old. You can [[m:Special:MyLanguage/HTTPS/2021 Let's Encrypt root expiry|read more]]. * You can [[mw:Special:MyLanguage/Help:Notifications|receive notifications]] when someone leaves a comment on user talk page or mentions you in a talk page comment. Clicking the notification link will now bring you to the comment and highlight it. Previously, doing so brought you to the top of the section that contained the comment. You can find [[phab:T282029|more information in T282029.]] '''Future changes''' * The [[mw:Special:MyLanguage/Help:DiscussionTools#Replying|Reply tool]] will be deployed to the remaining wikis in the coming weeks. It is currently part of "{{int:discussiontools-preference-label}}" in [[Special:Preferences#mw-prefsection-betafeatures|Beta features]] at most wikis. You will be able to turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|Editing Preferences]]. [[phab:T288485|See the list of wikis.]] [https://phabricator.wikimedia.org/T262331] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W39"/> 22:23, 27 September 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22077885 --> == [[m:Special:MyLanguage/Tech/News/2021/40|Tech News: 2021-40]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/40|Translations]] are available. '''Recent changes''' * A more efficient way of sending changes from Wikidata to Wikimedia wikis that show them has been enabled for the following 10 wikis: mediawiki.org, the Italian, Catalan, Hebrew and Vietnamese Wikipedias, French Wikisource, and English Wikivoygage, Wikibooks, Wiktionary and Wikinews. If you notice anything strange about how changes from Wikidata appear in recent changes or your watchlist on those wikis you can [[phab:T48643|let the developers know]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-06|en}}. It will be on all wikis from {{#time:j xg|2021-10-07|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Some gadgets and bots that use the API to read the AbuseFilter log might break. The <bdi lang="zxx" dir="ltr"><code>hidden</code></bdi> property will no longer say an entry is <bdi lang="zxx" dir="ltr"><code>implicit</code></bdi> for unsuppressed log entries about suppressed edits. If your bot needs to know this, do a separate revision query. Additionally, the property will have the value <bdi lang="zxx" dir="ltr"><code>false</code></bdi> for visible entries; previously, it wasn't included in the response. [https://phabricator.wikimedia.org/T291718] * A more efficient way of sending changes from Wikidata to Wikimedia wikis that show them will be enabled for ''all production wikis''. If you notice anything strange about how changes from Wikidata appear in recent changes or your watchlist you can [[phab:T48643|let the developers know]]. '''Future changes''' * You can soon get cross-wiki notifications in the [[mw:Wikimedia Apps/Team/iOS|iOS Wikipedia app]]. You can also get notifications as push notifications. More notification updates will follow in later versions. [https://www.mediawiki.org/wiki/Wikimedia_Apps/Team/iOS/Notifications#September_2021_update] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The JavaScript variables <bdi lang="zxx" dir="ltr"><code>wgExtraSignatureNamespaces</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgLegalTitleChars</code></bdi>, and <bdi lang="zxx" dir="ltr"><code>wgIllegalFileChars</code></bdi> will soon be removed from <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:Interface/JavaScript#mw.config|mw.config]]</code></bdi>. These are not part of the "stable" variables available for use in wiki JavaScript. [https://phabricator.wikimedia.org/T292011] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The JavaScript variables <bdi lang="zxx" dir="ltr"><code>wgCookiePrefix</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgCookieDomain</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgCookiePath</code></bdi>, and <bdi lang="zxx" dir="ltr"><code>wgCookieExpiration</code></bdi> will soon be removed from mw.config. Scripts should instead use <bdi lang="zxx" dir="ltr"><code>mw.cookie</code></bdi> from the "<bdi lang="zxx" dir="ltr">[[mw:ResourceLoader/Core_modules#mediawiki.cookie|mediawiki.cookie]]</bdi>" module. [https://phabricator.wikimedia.org/T291760] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:32, 4 October 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22101208 --> == [[m:Special:MyLanguage/Tech/News/2021/41|Tech News: 2021-41]] == <section begin="technews-2021-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/41|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-13|en}}. It will be on all wikis from {{#time:j xg|2021-10-14|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The [[mw:Manual:Table_of_contents#Auto-numbering|"auto-number headings" preference]] is being removed. You can read [[phab:T284921]] for the reasons and discussion. This change was [[m:Tech/News/2021/26|previously]] announced. [[mw:Snippets/Auto-number_headings|A JavaScript snippet]] is available which can be used to create a Gadget on wikis that still want to support auto-numbering. '''Meetings''' * You can join a meeting about the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]]. A demonstration version of the [[mw:Reading/Web/Desktop Improvements/Features/Sticky Header|newest feature]] will be shown. The event will take place on Tuesday, 12 October at 16:00 UTC. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web/12-10-2021|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W41"/> 15:30, 11 October 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22152137 --> == [[m:Special:MyLanguage/Tech/News/2021/42|Tech News: 2021-42]] == <section begin="technews-2021-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/42|Translations]] are available. '''Recent changes''' *[[m:Toolhub|Toolhub]] is a catalogue to make it easier to find software tools that can be used for working on the Wikimedia projects. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LF4SSR4QRCKV6NPRFGUAQWUFQISVIPTS/ read more]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-20|en}}. It will be on all wikis from {{#time:j xg|2021-10-21|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * The developers of the [[mw:Wikimedia Apps/Team/Android|Wikipedia Android app]] are working on [[mw:Wikimedia Apps/Team/Android/Communication|communication in the app]]. You can now answer questions in [[mw:Wikimedia Apps/Team/Android/Communication/UsertestingOctober2021|survey]] to help the development. * 3–5% of editors may be blocked in the next few months. This is because of a new service in Safari, which is similar to a [[w:en:Proxy server|proxy]] or a [[w:en:VPN|VPN]]. It is called iCloud Private Relay. There is a [[m:Special:MyLanguage/Apple iCloud Private Relay|discussion about this]] on Meta. The goal is to learn what iCloud Private Relay could mean for the communities. * [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] is a new [[w:en:API|API]] for those who use a lot of information from the Wikimedia projects on other sites. It is a way to get big commercial users to pay for the data. There will soon be a copy of the Wikimedia Enterprise dataset. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-ambassadors@lists.wikimedia.org/message/B2AX6PWH5MBKB4L63NFZY3ADBQG7MSBA/ read more]. You can also ask the team questions [https://wikimedia.zoom.us/j/88994018553 on Zoom] on [https://www.timeanddate.com/worldclock/fixedtime.html?hour=15&min=00&sec=0&day=22&month=10&year=2021 22 October 15:00 UTC]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W42"/> 20:53, 18 October 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22176877 --> == [[m:Special:MyLanguage/Tech/News/2021/43|Tech News: 2021-43]] == <section begin="technews-2021-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/43|Translations]] are available. '''Recent changes''' * The [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award 2021]] is looking for nominations. You can recommend tools until 27 October. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-27|en}}. It will be on all wikis from {{#time:j xg|2021-10-28|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' *[[m:Special:MyLanguage/Help:Diff|Diff pages]] will have an improved copy and pasting experience. [[m:Special:MyLanguage/Community Wishlist Survey 2021/Copy paste diffs|The changes]] will allow the text in the diff for before and after to be treated as separate columns and will remove any unwanted syntax. [https://phabricator.wikimedia.org/T192526] * The version of the [[w:en:Liberation fonts|Liberation fonts]] used in SVG files will be upgraded. Only new thumbnails will be affected. Liberation Sans Narrow will not change. [https://phabricator.wikimedia.org/T253600] '''Meetings''' * You can join a meeting about the [[m:Special:MyLanguage/Community Wishlist Survey|Community Wishlist Survey]]. News about the [[m:Special:MyLanguage/Community Wishlist Survey 2021/Warn when linking to disambiguation pages|disambiguation]] and the [[m:Special:MyLanguage/Community Wishlist Survey 2021/Real Time Preview for Wikitext|real-time preview]] wishes will be shown. The event will take place on Wednesday, 27 October at 14:30 UTC. [[m:Special:MyLanguage/Community Wishlist Survey/Updates/Talk to Us|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W43"/> 20:08, 25 October 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22232718 --> == [[m:Special:MyLanguage/Tech/News/2021/44|Tech News: 2021-44]] == <section begin="technews-2021-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/44|Translations]] are available. '''Recent changes''' * There is a limit on the amount of emails a user can send each day. This limit is now global instead of per-wiki. This change is to prevent abuse. [https://phabricator.wikimedia.org/T293866] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-11-03|en}}. It will be on all wikis from {{#time:j xg|2021-11-04|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W44"/> 20:28, 1 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22269406 --> == [[m:Special:MyLanguage/Tech/News/2021/45|Tech News: 2021-45]] == <section begin="technews-2021-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/45|Translations]] are available. '''Recent changes''' * Mobile IP editors are now able to receive warning notices indicating they have a talk page message on the mobile website (similar to the orange banners available on desktop). These notices will be displayed on every page outside of the main namespace and every time the user attempts to edit. The notice on desktop now has a slightly different colour. [https://phabricator.wikimedia.org/T284642][https://phabricator.wikimedia.org/T278105] '''Changes later this week''' * [[phab:T294321|Wikidata will be read-only]] for a few minutes on 11 November. This will happen around [https://zonestamp.toolforge.org/1636610400 06:00 UTC]. This is for database maintenance. [https://phabricator.wikimedia.org/T294321] * There is no new MediaWiki version this week. '''Future changes''' * In the future, unregistered editors will be given an identity that is not their [[:w:en:IP address|IP address]]. This is for legal reasons. A new user right will let editors who need to know the IPs of unregistered accounts to fight vandalism, spam, and harassment, see the IP. You can read the [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#IP Masking Implementation Approaches (FAQ)|suggestions for how that identity could work]] and [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation|discuss on the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W45"/> 20:36, 8 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22311003 --> == [[m:Special:MyLanguage/Tech/News/2021/46|Tech News: 2021-46]] == <section begin="technews-2021-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/46|Translations]] are available. '''Recent changes''' * Most [[c:Special:MyLanguage/Commons:Maximum_file_size#MAXTHUMB|large file uploads]] errors that had messages like "<bdi lang="zxx" dir="ltr"><code>stashfailed</code></bdi>" or "<bdi lang="zxx" dir="ltr"><code>DBQueryError</code></bdi>" have now been fixed. An [[wikitech:Incident documentation/2021-11-04 large file upload timeouts|incident report]] is available. '''Problems''' * Sometimes, edits made on iOS using the visual editor save groups of numbers as telephone number links, because of a feature in the operating system. This problem is under investigation. [https://phabricator.wikimedia.org/T116525] * There was a problem with search last week. Many search requests did not work for 2 hours because of a configuration error. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-11-10_cirrussearch_commonsfile_outage] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-11-17|en}}. It will be on all wikis from {{#time:j xg|2021-11-18|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W46"/> 22:06, 15 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22338097 --> == [[m:Special:MyLanguage/Tech/News/2021/47|Tech News: 2021-47]] == <section begin="technews-2021-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/47|Translations]] are available. '''Changes later this week''' * There is no new MediaWiki version this week. *The template dialog in VisualEditor and in the [[Special:Preferences#mw-prefsection-betafeatures|new wikitext mode]] Beta feature will be [[m:WMDE Technical Wishes/VisualEditor template dialog improvements|heavily improved]] on [[phab:T286992|a few wikis]]. Your [[m:Talk:WMDE Technical Wishes/VisualEditor template dialog improvements|feedback is welcome]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W47"/> 20:02, 22 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22366010 --> == [[m:Special:MyLanguage/Tech/News/2021/48|Tech News: 2021-48]] == <section begin="technews-2021-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/48|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-01|en}}. It will be on all wikis from {{#time:j xg|2021-12-02|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W48"/> 21:15, 29 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22375666 --> == [[m:Special:MyLanguage/Tech/News/2021/49|Tech News: 2021-49]] == <section begin="technews-2021-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/49|Translations]] are available. '''Problems''' * MediaWiki 1.38-wmf.11 was scheduled to be deployed on some wikis last week. The deployment was delayed because of unexpected problems. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-12-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-08|en}}. It will be on all wikis from {{#time:j xg|2021-12-09|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * At all Wikipedias, a Mentor Dashboard is now available at <bdi lang="zxx" dir="ltr"><code><nowiki>Special:MentorDashboard</nowiki></code></bdi>. It allows registered mentors, who take care of newcomers' first steps, to monitor their assigned newcomers' activity. It is part of the [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]]. You can learn more about [[mw:Special:MyLanguage/Growth/Communities/How_to_configure_the_mentors%27_list|activating the mentor list]] on your wiki and about [[mw:Special:MyLanguage/Growth/Mentor dashboard|the mentor dashboard project]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The predecessor to the current [[mw:API|MediaWiki Action API]] (which was created in 2008), <bdi lang="zxx" dir="ltr"><code><nowiki>action=ajax</nowiki></code></bdi>, will be removed this week. Any scripts or bots using it will need to switch to the corresponding API module. [https://phabricator.wikimedia.org/T42786] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] An old ResourceLoader module, <bdi lang="zxx" dir="ltr"><code><nowiki>jquery.jStorage</nowiki></code></bdi>, which was deprecated in 2016, will be removed this week. Any scripts or bots using it will need to switch to <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.storage</nowiki></code></bdi> instead. [https://phabricator.wikimedia.org/T143034] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W49"/> 21:59, 6 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22413926 --> == [[m:Special:MyLanguage/Tech/News/2021/50|Tech News: 2021-50]] == <section begin="technews-2021-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/50|Translations]] are available. '''Recent changes''' * There are now default [[m:Special:MyLanguage/Help:Namespace#Other_namespace_aliases|short aliases]] for the "Project:" namespace on most wikis. E.g. On Wikibooks wikis, <bdi lang="zxx" dir="ltr"><code><nowiki>[[WB:]]</nowiki></code></bdi> will go to the local language default for the <bdi lang="zxx" dir="ltr"><code><nowiki>[[Project:]]</nowiki></code></bdi> namespace. This change is intended to help the smaller communities have easy access to this feature. Additional local aliases can still be requested via [[m:Special:MyLanguage/Requesting wiki configuration changes|the usual process]]. [https://phabricator.wikimedia.org/T293839] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-12-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-15|en}}. It will be on all wikis from {{#time:j xg|2021-12-16|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W50"/> 22:27, 13 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22441074 --> == [[m:Special:MyLanguage/Tech/News/2021/51|Tech News: 2021-51]] == <section begin="technews-2021-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/51|Translations]] are available. '''Tech News''' * Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 10 January 2022. '''Recent changes''' * Queries made by the DynamicPageList extension (<bdi lang="zxx" dir="ltr"><code><nowiki><DynamicPageList></nowiki></code></bdi>) are now only allowed to run for 10 seconds and error if they take longer. This is in response to multiple outages where long-running queries caused an outage on all wikis. [https://phabricator.wikimedia.org/T287380#7575719] '''Changes later this week''' * There is no new MediaWiki version this week or next week. '''Future changes''' * The developers of the Wikipedia iOS app are looking for testers who edit in multiple languages. You can [[mw:Wikimedia Apps/Team/iOS/202112 testing|read more and let them know if you are interested]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The Wikimedia [[wikitech:Portal:Cloud VPS|Cloud VPS]] hosts technical projects for the Wikimedia movement. Developers need to [[wikitech:News/Cloud VPS 2021 Purge|claim projects]] they use. This is because old and unused projects are removed once a year. Unclaimed projects can be shut down from February. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/2B7KYL5VLQNHGQQHMYLW7KTUKXKAYY3T/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W51"/> 22:05, 20 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22465395 --> == [[m:Special:MyLanguage/Tech/News/2022/02|Tech News: 2022-02]] == <section begin="technews-2022-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/02|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] A <bdi lang="zxx" dir="ltr"><code>oauth_consumer</code></bdi> variable has been added to the [[mw:Special:MyLanguage/AbuseFilter|AbuseFilter]] to enable identifying changes made by specific tools. [https://phabricator.wikimedia.org/T298281] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets are [[mw:Special:MyLanguage/ResourceLoader/Migration_guide_(users)#Package_Gadgets|now able to directly include JSON pages]]. This means some gadgets can now be configured by administrators without needing the interface administrator permission, such as with the Geonotice gadget. [https://phabricator.wikimedia.org/T198758] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets [[mw:Extension:Gadgets#Options|can now specify page actions]] on which they are available. For example, <bdi lang="zxx" dir="ltr"><code>|actions=edit,history</code></bdi> will load a gadget only while editing and on history pages. [https://phabricator.wikimedia.org/T63007] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets can now be loaded on demand with the <bdi lang="zxx" dir="ltr"><code>withgadget</code></bdi> URL parameter. This can be used to replace [[mw:Special:MyLanguage/Snippets/Load JS and CSS by URL|an earlier snippet]] that typically looks like <bdi lang="zxx" dir="ltr"><code>withJS</code></bdi> or <bdi lang="zxx" dir="ltr"><code>withCSS</code></bdi>. [https://phabricator.wikimedia.org/T29766] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] At wikis where [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list|the Mentorship system is configured]], you can now use the Action API to get a list of a [[mw:Special:MyLanguage/Growth/Mentor_dashboard|mentor's]] mentees. [https://phabricator.wikimedia.org/T291966] * The heading on the main page can now be configured using <span class="mw-content-ltr" lang="en" dir="ltr">[[MediaWiki:Mainpage-title-loggedin]]</span> for logged-in users and <span class="mw-content-ltr" lang="en" dir="ltr">[[MediaWiki:Mainpage-title]]</span> for logged-out users. Any CSS that was previously used to hide the heading should be removed. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Small_wiki_toolkits/Starter_kit/Main_page_customization#hide-heading] [https://phabricator.wikimedia.org/T298715] * Four special pages (and their API counterparts) now have a maximum database query execution time of 30 seconds. These special pages are: RecentChanges, Watchlist, Contributions, and Log. This change will help with site performance and stability. You can read [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IPJNO75HYAQWIGTHI5LJHTDVLVOC4LJP/ more details about this change] including some possible solutions if this affects your workflows. [https://phabricator.wikimedia.org/T297708] * The [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Sticky Header|sticky header]] has been deployed for 50% of logged-in users on [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Frequently asked questions#pilot-wikis|more than 10 wikis]]. This is part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]]. See [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Participate|how to take part in the project]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-12|en}}. It will be on all wikis from {{#time:j xg|2022-01-13|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey 2022]] begins. All contributors to the Wikimedia projects can propose for tools and platform improvements. The proposal phase takes place from {{#time:j xg|2022-01-10|en}} 18:00 UTC to {{#time:j xg|2022-01-23|en}} 18:00 UTC. [[m:Special:MyLanguage/Community_Wishlist_Survey/FAQ|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W02"/> 01:23, 11 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22562156 --> == [[m:Special:MyLanguage/Tech/News/2022/03|Tech News: 2022-03]] == <section begin="technews-2022-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/03|Translations]] are available. '''Recent changes''' * When using [[mw:Special:MyLanguage/Extension:WikiEditor|WikiEditor]] (also known as the 2010 wikitext editor), people will now see a warning if they link to disambiguation pages. If you click "{{int:Disambiguator-review-link}}" in the warning, it will ask you to correct the link to a more specific term. You can [[m:Community Wishlist Survey 2021/Warn when linking to disambiguation pages#Jan 12, 2021: Turning on the changes for all Wikis|read more information]] about this completed 2021 Community Wishlist item. * You can [[mw:Special:MyLanguage/Help:DiscussionTools#subscribe|automatically subscribe to all of the talk page discussions]] that you start or comment in using [[mw:Special:MyLanguage/Talk pages project/Feature summary|DiscussionTools]]. You will receive [[mw:Special:MyLanguage/Notifications|notifications]] when another editor replies. This is available at most wikis. Go to your [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]] and turn on "{{int:discussiontools-preference-autotopicsub}}". [https://phabricator.wikimedia.org/T263819] * When asked to create a new page or talk page section, input fields can be [[mw:Special:MyLanguage/Manual:Creating_pages_with_preloaded_text|"preloaded" with some text]]. This feature is now limited to wikitext pages. This is so users can't be tricked into making malicious edits. There is a discussion about [[phab:T297725|if this feature should be re-enabled]] for some content types. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-19|en}}. It will be on all wikis from {{#time:j xg|2022-01-20|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey 2022]] continues. All contributors to the Wikimedia projects can propose for tools and platform improvements. The proposal phase takes place from {{#time:j xg|2022-01-10|en}} 18:00 UTC to {{#time:j xg|2022-01-23|en}} 18:00 UTC. [[m:Special:MyLanguage/Community_Wishlist_Survey/FAQ|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W03"/> 19:55, 17 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22620285 --> == [[m:Special:MyLanguage/Tech/News/2022/04|Tech News: 2022-04]] == <section begin="technews-2022-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/04|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-26|en}}. It will be on all wikis from {{#time:j xg|2022-01-27|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The following languages can now be used with [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlighting]]: BDD, Elpi, LilyPond, Maxima, Rita, Savi, Sed, Sophia, Spice, .SRCINFO. * You can now access your watchlist from outside of the user menu in the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|new Vector skin]]. The watchlist link appears next to the notification icons if you are at the top of the page. [https://phabricator.wikimedia.org/T289619] '''Events''' * You can see the results of the [[m:Special:MyLanguage/Coolest Tool Award|Coolest Tool Award 2021]] and learn more about 14 tools which were selected this year. * You can [[m:Special:MyLanguage/Community_Wishlist_Survey/Help_us|translate, promote]], or comment on [[m:Special:MyLanguage/Community Wishlist Survey 2022/Proposals|the proposals]] in the Community Wishlist Survey. Voting will begin on {{#time:j xg|2022-01-28|en}}. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W04"/> 21:38, 24 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22644148 --> == [[m:Special:MyLanguage/Tech/News/2022/05|Tech News: 2022-05]] == <section begin="technews-2022-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/05|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] If a gadget should support the new <bdi lang="zxx" dir="ltr"><code>?withgadget</code></bdi> URL parameter that was [[m:Special:MyLanguage/Tech/News/2022/02|announced]] 3 weeks ago, then it must now also specify <bdi lang="zxx" dir="ltr"><code>supportsUrlLoad</code></bdi> in the gadget definition ([[mw:Special:MyLanguage/Extension:Gadgets#supportsUrlLoad|documentation]]). [https://phabricator.wikimedia.org/T29766] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-02|en}}. It will be on all wikis from {{#time:j xg|2022-02-03|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * A change that was [[m:Special:MyLanguage/Tech/News/2021/16|announced]] last year was delayed. It is now ready to move ahead: ** The user group <code>oversight</code> will be renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. This is the technical name. It doesn't affect what you call the editors with this user right on your wiki. This is planned to happen in three weeks. You can comment [[phab:T112147|in Phabricator]] if you have objections. As usual, these labels can be translated on translatewiki ([[phab:T112147|direct links are available]]) or by administrators on your wiki. '''Events''' * You can vote on proposals in the [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey]] between 28 January and 11 February. The survey decides what the [[m:Special:MyLanguage/Community Tech|Community Tech team]] will work on. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W05"/> 17:42, 31 January 2022 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22721804 --> == [[m:Special:MyLanguage/Tech/News/2022/06|Tech News: 2022-06]] == <section begin="technews-2022-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/06|Translations]] are available. '''Recent changes''' * English Wikipedia recently set up a gadget for dark mode. You can enable it there, or request help from an [[m:Special:MyLanguage/Interface administrators|interface administrator]] to set it up on your wiki ([[w:en:Wikipedia:Dark mode (gadget)|instructions and screenshot]]). * Category counts are sometimes wrong. They will now be completely recounted at the beginning of every month. [https://phabricator.wikimedia.org/T299823] '''Problems''' * A code-change last week to fix a bug with [[mw:Special:MyLanguage/Manual:Live preview|Live Preview]] may have caused problems with some local gadgets and user-scripts. Any code with skin-specific behaviour for <bdi lang="zxx" dir="ltr"><code>vector</code></bdi> should be updated to also check for <bdi lang="zxx" dir="ltr"><code>vector-2022</code></bdi>. [[phab:T300987|A code-snippet, global search, and example are available]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-09|en}}. It will be on all wikis from {{#time:j xg|2022-02-10|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W06"/> 21:15, 7 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22765948 --> == [[m:Special:MyLanguage/Tech/News/2022/07|Tech News: 2022-07]] == <section begin="technews-2022-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/07|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Manual:Purge|Purging]] a category page with fewer than 5,000 members will now recount it completely. This will allow editors to fix incorrect counts when it is wrong. [https://phabricator.wikimedia.org/T85696] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-16|en}}. It will be on all wikis from {{#time:j xg|2022-02-17|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In the [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] extension, the <code dir=ltr>rmspecials()</code> function has been updated so that it does not remove the "space" character. Wikis are advised to wrap all the uses of <code dir=ltr>rmspecials()</code> with <code dir=ltr>rmwhitespace()</code> wherever necessary to keep filters' behavior unchanged. You can use the search function on [[Special:AbuseFilter]] to locate its usage. [https://phabricator.wikimedia.org/T263024] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W07"/> 19:18, 14 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22821788 --> == [[m:Special:MyLanguage/Tech/News/2022/08|Tech News: 2022-08]] == <section begin="technews-2022-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/08|Translations]] are available. '''Recent changes''' * [[Special:Nuke|Special:Nuke]] will now provide the standard deletion reasons (editable at <bdi lang="en" dir="ltr">[[MediaWiki:Deletereason-dropdown]]</bdi>) to use when mass-deleting pages. This was [[m:Community Wishlist Survey 2022/Admins and patrollers/Mass-delete to offer drop-down of standard reasons, or templated reasons.|a request in the 2022 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T25020] * At Wikipedias, all new accounts now get the [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] by default when creating an account. Communities are encouraged to [[mw:Special:MyLanguage/Help:Growth/Tools/Account_creation|update their help resources]]. Previously, only 80% of new accounts would get the Growth features. A few Wikipedias remain unaffected by this change. [https://phabricator.wikimedia.org/T301820] * You can now prevent specific images that are used in a page from appearing in other locations, such as within PagePreviews or Search results. This is done with the markup <bdi lang="zxx" dir="ltr"><code><nowiki>class=notpageimage</nowiki></code></bdi>. For example, <code><nowiki>[[File:Example.png|class=notpageimage]]</nowiki></code>. [https://phabricator.wikimedia.org/T301588] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] There has been a change to the HTML of Special:Contributions, Special:MergeHistory, and History pages, to support the grouping of changes by date in [[mw:Special:MyLanguage/Skin:Minerva_Neue|the mobile skin]]. While unlikely, this may affect gadgets and user scripts. A [[phab:T298638|list of all the HTML changes]] is on Phabricator. '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022/Results|Community Wishlist Survey results]] have been published. The [[m:Special:MyLanguage/Community Wishlist Survey/Updates/2022 results#leaderboard|ranking of prioritized proposals]] is also available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-23|en}}. It will be on all wikis from {{#time:j xg|2022-02-24|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * The software to play videos and audio files on pages will change soon on all wikis. The old player will be removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Toolforge's underlying operating system is being updated. If you maintain any tools there, there are two options for migrating your tools into the new system. There are [[wikitech:News/Toolforge Stretch deprecation|details, deadlines, and instructions]] on Wikitech. [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EPJFISC52T7OOEFH5YYMZNL57O4VGSPR/] * Administrators will soon have [[m:Special:MyLanguage/Community Wishlist Survey 2021/(Un)delete associated talk page|the option to delete/undelete]] the associated "talk" page when they are deleting a given page. An API endpoint with this option will also be available. This was [[m:Community Wishlist Survey 2021/Admins and patrollers/(Un)delete associated talk page|a request from the 2021 Wishlist Survey]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W08"/> 19:12, 21 February 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22847768 --> == [[m:Special:MyLanguage/Tech/News/2022/09|Tech News: 2022-09]] == <section begin="technews-2022-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/09|Translations]] are available. '''Recent changes''' * When searching for edits by [[mw:Special:MyLanguage/Help:Tags|change tags]], e.g. in page history or user contributions, there is now a dropdown list of possible tags. This was [[m:Community Wishlist Survey 2022/Miscellaneous/Improve plain-text change tag selector|a request in the 2022 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T27909] * Mentors using the [[mw:Special:MyLanguage/Growth/Mentor_dashboard|Growth Mentor dashboard]] will now see newcomers assigned to them who have made at least one edit, up to 200 edits. Previously, all newcomers assigned to the mentor were visible on the dashboard, even ones without any edit or ones who made hundred of edits. Mentors can still change these values using the filters on their dashboard. Also, the last choice of filters will now be saved. [https://phabricator.wikimedia.org/T301268][https://phabricator.wikimedia.org/T294460] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The user group <code>oversight</code> was renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. You may need to update any local references to the old name, e.g. gadgets, links to Special:Listusers, or uses of [[mw:Special:MyLanguage/Help:Magic_words|NUMBERINGROUP]]. '''Problems''' * The recent change to the HTML of [[mw:Special:MyLanguage/Help:Tracking changes|tracking changes]] pages caused some problems for screenreaders. This is being fixed. [https://phabricator.wikimedia.org/T298638] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-02|en}}. It will be on all wikis from {{#time:j xg|2022-03-03|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * Working with templates will become easier. [[m:WMDE_Technical_Wishes/Templates|Several improvements]] are planned for March 9 on most wikis and on March 16 on English Wikipedia. The improvements include: Bracket matching, syntax highlighting colors, finding and inserting templates, and related visual editor features. * If you are a template developer or an interface administrator, and you are intentionally overriding or using the default CSS styles of user feedback boxes (the classes: <code dir=ltr>successbox, messagebox, errorbox, warningbox</code>), please note that these classes and associated CSS will soon be removed from MediaWiki core. This is to prevent problems when the same class-names are also used on a wiki. Please let us know by commenting at [[phab:T300314]] if you think you might be affected. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W09"/> 22:59, 28 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22902593 --> == [[m:Special:MyLanguage/Tech/News/2022/10|Tech News: 2022-10]] == <section begin="technews-2022-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/10|Translations]] are available. '''Problems''' * There was a problem with some interface labels last week. It will be fixed this week. This change was part of ongoing work to simplify the support for skins which do not have active maintainers. [https://phabricator.wikimedia.org/T301203] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-09|en}}. It will be on all wikis from {{#time:j xg|2022-03-10|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W10"/> 21:16, 7 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22958074 --> == [[m:Special:MyLanguage/Tech/News/2022/11|Tech News: 2022-11]] == <section begin="technews-2022-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/11|Translations]] are available. '''Recent changes''' * In the Wikipedia Android app [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Android/Communication#Updates|it is now possible]] to change the toolbar at the bottom so the tools you use more often are easier to click on. The app now also has a focused reading mode. [https://phabricator.wikimedia.org/T296753][https://phabricator.wikimedia.org/T254771] '''Problems''' * There was a problem with the collection of some page-view data from June 2021 to January 2022 on all wikis. This means the statistics are incomplete. To help calculate which projects and regions were most affected, relevant datasets are being retained for 30 extra days. You can [[m:Talk:Data_retention_guidelines#Added_exception_for_page_views_investigation|read more on Meta-wiki]]. * There was a problem with the databases on March 10. All wikis were unreachable for logged-in users for 12 minutes. Logged-out users could read pages but could not edit or access uncached content then. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2022-03-10_MediaWiki_availability] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-16|en}}. It will be on all wikis from {{#time:j xg|2022-03-17|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * When [[mw:Special:MyLanguage/Help:System_message#Finding_messages_and_documentation|using <bdi lang="zxx" dir="ltr"><code>uselang=qqx</code></bdi> to find localisation messages]], it will now show all possible message keys for navigation tabs such as "{{int:vector-view-history}}". [https://phabricator.wikimedia.org/T300069] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Access to [[{{#special:RevisionDelete}}]] has been expanded to include users who have <code dir=ltr>deletelogentry</code> and <code dir=ltr>deletedhistory</code> rights through their group memberships. Before, only those with the <code dir=ltr>deleterevision</code> right could access this special page. [https://phabricator.wikimedia.org/T301928] * On the [[{{#special:Undelete}}]] pages for diffs and revisions, there will be a link back to the main Undelete page with the list of revisions. [https://phabricator.wikimedia.org/T284114] '''Future changes''' * The Wikimedia Foundation has announced the IP Masking implementation strategy and next steps. The [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation#feb25|announcement can be read here]]. * The [[mw:Special:MyLanguage/Wikimedia Apps/Android FAQ|Wikipedia Android app]] developers are working on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication|new functions]] for user talk pages and article talk pages. [https://phabricator.wikimedia.org/T297617] '''Events''' * The [[mw:Wikimedia Hackathon 2022|Wikimedia Hackathon 2022]] will take place as a hybrid event on 20-22 May 2022. The Hackathon will be held online and there are grants available to support local in-person meetups around the world. Grants can be requested until 20 March. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W11"/> 22:07, 14 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22993074 --> == [[m:Special:MyLanguage/Tech/News/2022/12|Tech News: 2022-12]] == <section begin="technews-2022-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/12|Translations]] are available. '''New code release schedule for this week''' * There will be four MediaWiki releases this week, instead of just one. This is an experiment which should lead to fewer problems and to faster feature updates. The releases will be on all wikis, at different times, on Monday, Tuesday, and Wednesday. You can [[mw:Special:MyLanguage/Wikimedia Release Engineering Team/Trainsperiment week|read more about this project]]. '''Recent changes''' * You can now set how many search results to show by default in [[Special:Preferences#mw-prefsection-searchoptions|your Preferences]]. This was the 12th most popular wish in the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Results|Community Wishlist Survey 2022]]. [https://phabricator.wikimedia.org/T215716] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The Jupyter notebooks tool [[wikitech:PAWS|PAWS]] has been updated to a new interface. [https://phabricator.wikimedia.org/T295043] '''Future changes''' * Interactive maps via [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] will soon work on wikis using the [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevisions]] extension. [https://wikimedia.sslsurvey.de/Kartographer-Workflows-EN/ Please tell us] which improvements you want to see in Kartographer. You can take this survey in simple English. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W12"/> 16:01, 21 March 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23034693 --> == [[m:Special:MyLanguage/Tech/News/2022/13|Tech News: 2022-13]] == <section begin="technews-2022-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/13|Translations]] are available. '''Recent changes''' * There is a simple new Wikimedia Commons upload tool available for macOS users, [[c:Commons:Sunflower|Sunflower]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-30|en}}. It will be on all wikis from {{#time:j xg|2022-03-31|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Some wikis will be in read-only for a few minutes because of regular database maintenance. It will be performed on {{#time:j xg|2022-03-29|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]) and on {{#time:j xg|2022-03-31|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]). [https://phabricator.wikimedia.org/T301850][https://phabricator.wikimedia.org/T303798] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W13"/> 19:54, 28 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23073711 --> == [[m:Special:MyLanguage/Tech/News/2022/14|Tech News: 2022-14]] == <section begin="technews-2022-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/14|Translations]] are available. '''Problems''' * For a few days last week, edits that were suggested to newcomers were not tagged in the [[{{#special:recentchanges}}]] feed. This bug has been fixed. [https://phabricator.wikimedia.org/T304747] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-06|en}}. It will be on all wikis from {{#time:j xg|2022-04-07|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-07|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). '''Future changes''' * Starting next week, Tech News' title will be translatable. When the newsletter is distributed, its title may not be <code dir=ltr>Tech News: 2022-14</code> anymore. It may affect some filters that have been set up by some communities. [https://phabricator.wikimedia.org/T302920] * Over the next few months, the "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" Growth feature [[phab:T304110|will become available to more Wikipedias]]. Each week, a few wikis will get the feature. You can test this tool at [[mw:Special:MyLanguage/Growth#deploymentstable|a few wikis where "Link recommendation" is already available]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W14"/> 21:01, 4 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23097604 --> == Tech News: 2022-15 == <section begin="technews-2022-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/15|Translations]] are available. '''Recent changes''' * There is a new public status page at <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikimediastatus.net/ www.wikimediastatus.net]</span>. This site shows five automated high-level metrics where you can see the overall health and performance of our wikis' technical environment. It also contains manually-written updates for widespread incidents, which are written as quickly as the engineers are able to do so while also fixing the actual problem. The site is separated from our production infrastructure and hosted by an external service, so that it can be accessed even if the wikis are briefly unavailable. You can [https://diff.wikimedia.org/2022/03/31/announcing-www-wikimediastatus-net/ read more about this project]. * On Wiktionary wikis, the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-13|en}}. It will be on all wikis from {{#time:j xg|2022-04-14|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W15"/> 19:44, 11 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23124108 --> == Tech News: 2022-16 == <section begin="technews-2022-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/16|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-20|en}}. It will be on all wikis from {{#time:j xg|2022-04-21|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-19|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]) and on {{#time:j xg|2022-04-21|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s8.dblist targeted wikis]). * Administrators will now have [[m:Community Wishlist Survey 2021/(Un)delete associated talk page|the option to delete/undelete the associated "Talk" page]] when they are deleting a given page. An API endpoint with this option is also available. This concludes the [[m:Community Wishlist Survey 2021/Admins and patrollers/(Un)delete associated talk page|11th wish of the 2021 Community Wishlist Survey]]. * On [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#test-wikis|selected wikis]], 50% of logged-in users will see the new [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Table of contents|table of contents]]. When scrolling up and down the page, the table of contents will stay in the same place on the screen. This is part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]] project. [https://phabricator.wikimedia.org/T304169] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Message boxes produced by MediaWiki code will no longer have these CSS classes: <code dir=ltr>successbox</code>, <code dir=ltr>errorbox</code>, <code dir=ltr>warningbox</code>. The styles for those classes and <code dir=ltr>messagebox</code> will be removed from MediaWiki core. This only affects wikis that use these classes in wikitext, or change their appearance within site-wide CSS. Please review any local usage and definitions for these classes you may have. This was previously announced in the [[m:Special:MyLanguage/Tech/News/2022/09|28 February issue of Tech News]]. '''Future changes''' * [[mw:Special:MyLanguage/Extension:Kartographer|Kartographer]] will become compatible with [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevisions page stabilization]]. Kartographer maps will also work on pages with [[mw:Special:MyLanguage/Help:Pending changes|pending changes]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Project_descriptions] The Kartographer documentation has been thoroughly updated. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:Kartographer/Getting_started] [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:VisualEditor/Maps] [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:Kartographer] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W16"/> 23:11, 18 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23167004 --> == Tech News: 2022-17 == <section begin="technews-2022-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/17|Translations]] are available. '''Recent changes''' * On [https://noc.wikimedia.org/conf/dblists/group1.dblist many wikis] (group 1), the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-27|en}}. It will be on all wikis from {{#time:j xg|2022-04-28|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-26|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]). * Some very old browsers and operating systems are no longer supported. Some things on the wikis might look weird or not work in very old browsers like Internet Explorer 9 or 10, Android 4, or Firefox 38 or older. [https://phabricator.wikimedia.org/T306486] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W17"/> 22:56, 25 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23187115 --> == Tech News: 2022-18 == <section begin="technews-2022-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/18|Translations]] are available. '''Recent changes''' * On [https://noc.wikimedia.org/conf/dblists/group2.dblist all remaining wikis] (group 2), the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-04|en}}. It will be on all wikis from {{#time:j xg|2022-05-05|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * The developers are working on talk pages in the [[mw:Wikimedia Apps/Team/iOS|Wikipedia app for iOS]]. You can [https://wikimedia.qualtrics.com/jfe/form/SV_9GBcHczQGLbQWTY give feedback]. You can take the survey in English, German, Hebrew or Chinese. * [[m:WMDE_Technical_Wishes/VisualEditor_template_dialog_improvements#Status_and_next_steps|Most wikis]] will receive an [[m:WMDE_Technical_Wishes/VisualEditor_template_dialog_improvements|improved template dialog]] in VisualEditor and New Wikitext mode. [https://phabricator.wikimedia.org/T296759] [https://phabricator.wikimedia.org/T306967] * If you use syntax highlighting while editing wikitext, you can soon activate a [[m:WMDE_Technical_Wishes/Improved_Color_Scheme_of_Syntax_Highlighting#Color-blind_mode|colorblind-friendly color scheme]]. [https://phabricator.wikimedia.org/T306867] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Several CSS IDs related to MediaWiki interface messages will be removed. Technical editors should please [[phab:T304363|review the list of IDs and links to their existing uses]]. These include <code dir=ltr>#mw-anon-edit-warning</code>, <code dir=ltr>#mw-undelete-revision</code> and 3 others. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W18"/> 19:33, 2 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23232924 --> == Tech News: 2022-19 == <section begin="technews-2022-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/19|Translations]] are available. '''Recent changes''' * You can now see categories in the [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android|Wikipedia app for Android]]. [https://phabricator.wikimedia.org/T73966] '''Problems''' * Last week, there was a problem with Wikidata's search autocomplete. This has now been fixed. [https://phabricator.wikimedia.org/T307586] * Last week, all wikis had slow access or no access for 20 minutes, for logged-in users and non-cached pages. This was caused by a problem with a database change. [https://phabricator.wikimedia.org/T307647] '''Changes later this week''' * There is no new MediaWiki version this week. [https://phabricator.wikimedia.org/T305217#7894966] * [[m:WMDE Technical Wishes/Geoinformation#Current issues|Incompatibility issues]] with [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] and the [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs|FlaggedRevs extension]] will be fixed: Deployment is planned for May 10 on all wikis. Kartographer will then be enabled on the [[phab:T307348|five wikis which have not yet enabled the extension]] on May 24. * The [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector (2022)]] skin will be set as the default on several more wikis, including Arabic and Catalan Wikipedias. Logged-in users will be able to switch back to the old Vector (2010). See the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2022-04 for the largest wikis|latest update]] about Vector (2022). '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place on 17 May. The following meetings are currently planned for: 7 June, 21 June, 5 July, 19 July. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W19"/> 15:22, 9 May 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23256717 --> == Tech News: 2022-20 == <section begin="technews-2022-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/20|Translations]] are available. '''Changes later this week''' * Some wikis can soon use the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|add a link]] feature. This will start on Wednesday. The wikis are {{int:project-localized-name-cawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-simplewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-svwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}. This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304542] * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2022|Wikimedia Hackathon 2022]] will take place online on May 20–22. It will be in English. There are also local [[mw:Special:MyLanguage/Wikimedia Hackathon 2022/Meetups|hackathon meetups]] in Germany, Ghana, Greece, India, Nigeria and the United States. Technically interested Wikimedians can work on software projects and learn new skills. You can also host a session or post a project you want to work on. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-18|en}}. It will be on all wikis from {{#time:j xg|2022-05-19|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * You can soon edit translatable pages in the visual editor. Translatable pages exist on for examples Meta and Commons. [https://diff.wikimedia.org/2022/05/12/mediawiki-1-38-brings-support-for-editing-translatable-pages-with-the-visual-editor/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W20"/> 18:58, 16 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23291515 --> == Tech News: 2022-21 == <section begin="technews-2022-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/21|Translations]] are available. '''Recent changes''' * Administrators using the mobile web interface can now access Special:Block directly from user pages. [https://phabricator.wikimedia.org/T307341] * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wiktionary.org/ www.wiktionary.org]</span> portal page now uses an automated update system. Other [[m:Project_portals|project portals]] will be updated over the next few months. [https://phabricator.wikimedia.org/T304629] '''Problems''' * The Growth team maintains a mentorship program for newcomers. Previously, newcomers weren't able to opt out from the program. Starting May 19, 2022, newcomers are able to fully opt out from Growth mentorship, in case they do not wish to have any mentor at all. [https://phabricator.wikimedia.org/T287915] * Some editors cannot access the content translation tool if they load it by clicking from the contributions menu. This problem is being worked on. It should still work properly if accessed directly via Special:ContentTranslation. [https://phabricator.wikimedia.org/T308802] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-25|en}}. It will be on all wikis from {{#time:j xg|2022-05-26|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Gadget and user scripts developers are invited to give feedback on a [[mw:User:Jdlrobson/Extension:Gadget/Policy|proposed technical policy]] aiming to improve support from MediaWiki developers. [https://phabricator.wikimedia.org/T308686] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W21"/> 00:21, 24 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23317250 --> == Tech News: 2022-22 == <section begin="technews-2022-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/22|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In the [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] extension, an <code dir=ltr>ip_in_ranges()</code> function has been introduced to check if an IP is in any of the ranges. Wikis are advised to combine multiple <code dir=ltr>ip_in_range()</code> expressions joined by <code>|</code> into a single expression for better performance. You can use the search function on [[Special:AbuseFilter|Special:AbuseFilter]] to locate its usage. [https://phabricator.wikimedia.org/T305017] * The [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature|IP Info feature]] which helps abuse fighters access information about IPs, [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#May 24, 2022|has been deployed]] to all wikis as a beta feature. This comes after weeks of beta testing on test.wikipedia.org. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-01|en}}. It will be on all wikis from {{#time:j xg|2022-06-02|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-05-31|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]). * The [[mw:Special:MyLanguage/Help:DiscussionTools#New topic tool|New Topic Tool]] will be deployed for all editors at most wikis soon. You will be able to opt out from within the tool and in [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/New_discussion][https://phabricator.wikimedia.org/T287804] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:mw:Special:ApiHelp/query+usercontribs|list=usercontribs API]] will support fetching contributions from an [[mw:Special:MyLanguage/Help:Range blocks#Non-technical explanation|IP range]] soon. API users can set the <code>uciprange</code> parameter to get contributions from any IP range within [[:mw:Manual:$wgRangeContributionsCIDRLimit|the limit]]. [https://phabricator.wikimedia.org/T177150] * A new parser function will be introduced: <bdi lang="zxx" dir="ltr"><code><nowiki>{{=}}</nowiki></code></bdi>. It will replace existing templates named "=". It will insert an [[w:en:Equals sign|equal sign]]. This can be used to escape the equal sign in the parameter values of templates. [https://phabricator.wikimedia.org/T91154] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W22"/> 20:28, 30 May 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23340178 --> == Tech News: 2022-23 == <section begin="technews-2022-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/23|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-08|en}}. It will be on all wikis from {{#time:j xg|2022-06-09|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new <bdi lang="zxx" dir="ltr"><code>str_replace_regexp()</code></bdi> function can be used in [[Special:AbuseFilter|abuse filters]] to replace parts of text using a [[w:en:Regular expression|regular expression]]. [https://phabricator.wikimedia.org/T285468] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W23"/> 02:46, 7 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23366979 --> == Tech News: 2022-24 == <section begin="technews-2022-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/24|Translations]] are available. '''Recent changes''' * All wikis can now use [[mw:Special:MyLanguage/Extension:Kartographer|Kartographer]] maps. Kartographer maps now also work on pages with [[mw:Special:MyLanguage/Help:Pending changes|pending changes]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Project_descriptions][https://phabricator.wikimedia.org/T307348] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-15|en}}. It will be on all wikis from {{#time:j xg|2022-06-16|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-14|en}} at 06:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]). [https://phabricator.wikimedia.org/T300471] * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-abwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-acewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-adywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-afwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-akwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-alswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-amwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-anwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-angwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-arcwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-arzwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-astwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-atjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-avwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-aywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-azbwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304548] * The [[mw:Special:MyLanguage/Help:DiscussionTools#New topic tool|New Topic Tool]] will be deployed for all editors at Commons, Wikidata, and some other wikis soon. You will be able to opt out from within the tool and in [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/New_discussion][https://phabricator.wikimedia.org/T287804] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place today (13 June). The following meetings will take place on: 28 June, 12 July, 26 July. '''Future changes''' * By the end of July, the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022]] skin should be ready to become the default across all wikis. Discussions on how to adjust it to the communities' needs will begin in the next weeks. It will always be possible to revert to the previous version on an individual basis. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2022-04 for the largest wikis|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W24"/> 16:58, 13 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23389956 --> == Tech News: 2022-25 == <section begin="technews-2022-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/25|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android|Wikipedia App for Android]] now has an option for editing the whole page at once, located in the overflow menu (three-dots menu [[File:Ic more vert 36px.svg|15px|link=|alt=]]). [https://phabricator.wikimedia.org/T103622] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Some recent database changes may affect queries using the [[m:Research:Quarry|Quarry tool]]. Queries for <bdi lang="zxx" dir="ltr"><code>site_stats</code></bdi> at English Wikipedia, Commons, and Wikidata will need to be updated. [[phab:T306589|Read more]]. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new <bdi lang="zxx" dir="ltr"><code>user_global_editcount</code></bdi> variable can be used in [[Special:AbuseFilter|abuse filters]] to avoid affecting globally active users. [https://phabricator.wikimedia.org/T130439] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-22|en}}. It will be on all wikis from {{#time:j xg|2022-06-23|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Users of non-responsive skins (e.g. MonoBook or Vector) on mobile devices may notice a slight change in the default zoom level. This is intended to optimize zooming and ensure all interface elements are present on the page (for example the table of contents on Vector 2022). In the unlikely event this causes any problems with how you use the site, we'd love to understand better, please ping <span class="mw-content-ltr" lang="en" dir="ltr">[[m:User:Jon (WMF)|Jon (WMF)]]</span> to any on-wiki conversations. [https://phabricator.wikimedia.org/T306910] '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Parsoid's HTML output will soon stop annotating file links with different <bdi lang="zxx" dir="ltr"><code>typeof</code></bdi> attribute values, and instead use <bdi lang="zxx" dir="ltr"><code>mw:File</code></bdi> for all types. Tool authors should adjust any code that expects: <bdi lang="zxx" dir="ltr"><code>mw:Image</code></bdi>, <bdi lang="zxx" dir="ltr"><code>mw:Audio</code></bdi>, or <bdi lang="zxx" dir="ltr"><code>mw:Video</code></bdi>. [https://phabricator.wikimedia.org/T273505] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W25"/> 20:18, 20 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23425855 --> == Tech News: 2022-26 == <section begin="technews-2022-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/26|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] API service now has self-service accounts with free on-demand requests and monthly snapshots ([https://enterprise.wikimedia.com/docs/ API documentation]). Community access [[m:Special:MyLanguage/Wikimedia Enterprise/FAQ#community-access|via database dumps & Wikimedia Cloud Services]] continues. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[d:Special:MyLanguage/Wikidata:Wiktionary#lua|All Wikimedia wikis can now use Wikidata Lexemes in Lua]] after creating local modules and templates. Discussions are welcome [[d:Wikidata_talk:Lexicographical_data#You_can_now_reuse_Wikidata_Lexemes_on_all_wikis|on the project talk page]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-29|en}}. It will be on all wikis from {{#time:j xg|2022-06-30|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-28|en}} at 06:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). [https://phabricator.wikimedia.org/T311033] * Some global and cross-wiki services will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-30|en}} at 06:00 UTC. This will impact ContentTranslation, Echo, StructuredDiscussions, Growth experiments and a few more services. [https://phabricator.wikimedia.org/T300472] * Users will be able to sort columns within sortable tables in the mobile skin. [https://phabricator.wikimedia.org/T233340] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place tomorrow (28 June). The following meetings will take place on 12 July and 26 July. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W26"/> 20:02, 27 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23453785 --> == Tech News: 2022-27 == <section begin="technews-2022-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/27|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-06|en}}. It will be on all wikis from {{#time:j xg|2022-07-07|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-07-05|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]) and on {{#time:j xg|2022-07-07|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. * [[File:Octicons-tools.svg|15px|link=|alt=| Advanced item]] This change only affects pages in the main namespace in Wikisource. The Javascript config variable <bdi lang="zxx" dir="ltr"><code>proofreadpage_source_href</code></bdi> will be removed from <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:Interface/JavaScript#mw.config|mw.config]]</code></bdi> and be replaced with the variable <bdi lang="zxx" dir="ltr"><code>prpSourceIndexPage</code></bdi>. [https://phabricator.wikimedia.org/T309490] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W27"/> 19:32, 4 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23466250 --> == Tech News: 2022-28 == <section begin="technews-2022-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/28|Translations]] are available. '''Recent changes''' * In the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022 skin]], the page title is now displayed above the tabs such as Discussion, Read, Edit, View history, or More. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates#Page title/tabs switch|Learn more]]. [https://phabricator.wikimedia.org/T303549] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] It is now possible to easily view most of the configuration settings that apply to just one wiki, and to compare settings between two wikis if those settings are different. For example: [https://noc.wikimedia.org/wiki.php?wiki=jawiktionary Japanese Wiktionary settings], or [https://noc.wikimedia.org/wiki.php?wiki=eswiki&compare=eowiki settings that are different between the Spanish and Esperanto Wikipedias]. Local communities may want to [[m:Special:MyLanguage/Requesting_wiki_configuration_changes|discuss and propose changes]] to their local settings. Details about each of the named settings can be found by [[mw:Special:Search|searching MediaWiki.org]]. [https://phabricator.wikimedia.org/T308932] *The Anti-Harassment Tools team [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#May|recently deployed]] the IP Info Feature as a [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature at all wikis]]. This feature allows abuse fighters to access information about IP addresses. Please check our update on [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#April|how to find and use the tool]]. Please share your feedback using a link you will be given within the tool itself. '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-07-12|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]). '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W28"/> 19:24, 11 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23502519 --> == Tech News: 2022-29 == <section begin="technews-2022-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/29|Translations]] are available. '''Problems''' * The feature on mobile web for [[mw:Special:MyLanguage/Extension:NearbyPages|Nearby Pages]] was missing last week. It will be fixed this week. [https://phabricator.wikimedia.org/T312864] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-20|en}}. It will be on all wikis from {{#time:j xg|2022-07-21|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * The [[mw:Technical_decision_making/Forum|Technical Decision Forum]] is seeking [[mw:Technical_decision_making/Community_representation|community representatives]]. You can apply on wiki or by emailing <span class="mw-content-ltr" lang="en" dir="ltr">TDFSupport@wikimedia.org</span> before 12 August. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W29"/> 22:59, 18 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23517957 --> == Tech News: 2022-30 == <section begin="technews-2022-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/30|Translations]] are available. '''Recent changes''' * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikibooks.org/ www.wikibooks.org]</span> and <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikiquote.org/ www.wikiquote.org]</span> portal pages now use an automated update system. Other [[m:Project_portals|project portals]] will be updated over the next few months. [https://phabricator.wikimedia.org/T273179] '''Problems''' * Last week, some wikis were in read-only mode for a few minutes because of an emergency switch of their main database ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). [https://phabricator.wikimedia.org/T313383] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-27|en}}. It will be on all wikis from {{#time:j xg|2022-07-28|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * The external link icon will change slightly in the skins Vector legacy and Vector 2022. The new icon uses simpler shapes to be more recognizable on low-fidelity screens. [https://phabricator.wikimedia.org/T261391] * Administrators will now see buttons on user pages for "{{int:changeblockip}}" and "{{int:unblockip}}" instead of just "{{int:blockip}}" if the user is already blocked. [https://phabricator.wikimedia.org/T308570] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place tomorrow (26 July). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W30"/> 19:27, 25 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23545370 --> == Tech News: 2022-31 == <section begin="technews-2022-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/31|Translations]] are available. '''Recent changes''' * Improved [[m:Special:MyLanguage/Help:Displaying_a_formula#Phantom|LaTeX capabilities for math rendering]] are now available in the wikis thanks to supporting <bdi lang="zxx" dir="ltr"><code>Phantom</code></bdi> tags. This completes part of [[m:Community_Wishlist_Survey_2022/Editing/Missing_LaTeX_capabilities_for_math_rendering|the #59 wish]] of the 2022 Community Wishlist Survey. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-03|en}}. It will be on all wikis from {{#time:j xg|2022-08-04|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] will be available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup0.dblist Group 0]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout August. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. '''Future meetings''' * This week, three meetings about [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector (2022)]] with live interpretation will take place. On Tuesday, interpretation in Russian will be provided. On Thursday, meetings for Arabic and Spanish speakers will take place. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W31"/> 21:21, 1 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23615613 --> == Tech News: 2022-32 == <section begin="technews-2022-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/32|Translations]] are available. '''Recent changes''' * [[:m:Special:MyLanguage/Meta:GUS2Wiki/Script|GUS2Wiki]] copies the information from [[{{#special:GadgetUsage}}]] to an on-wiki page so you can review its history. If your project isn't already listed on the [[d:Q113143828|Wikidata entry for Project:GUS2Wiki]] you can either run GUS2Wiki yourself or [[:m:Special:MyLanguage/Meta:GUS2Wiki/Script#Opting|make a request to receive updates]]. [https://phabricator.wikimedia.org/T121049] '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-09|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2022-08-11|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]). '''Future meetings''' * The [[wmania:Special:MyLanguage/Hackathon|Wikimania Hackathon]] will take place online from August 12–14. Don't miss [[wmania:Special:MyLanguage/Hackathon/Schedule|the pre-hacking showcase]] to learn about projects and find collaborators. Anyone can [[phab:/project/board/6030/|propose a project]] or [[wmania:Special:MyLanguage/Hackathon/Schedule|host a session]]. [[wmania:Special:MyLanguage/Hackathon/Newcomers|Newcomers are welcome]]! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W32"/> 19:50, 8 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23627807 --> == Tech News: 2022-33 == <section begin="technews-2022-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/33|Translations]] are available. '''Recent changes''' * The Persian (Farsi) Wikipedia community decided to block IP editing from October 2021 to April 2022. The Wikimedia Foundation's Product Analytics team tracked the impact of this change. [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Editing Restriction Study/Farsi Wikipedia|An impact report]] is now available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-17|en}}. It will be on all wikis from {{#time:j xg|2022-08-18|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-16|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]) and on {{#time:j xg|2022-08-18|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s8.dblist targeted wikis]). * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] will be available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup1.dblist Group 1]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout August. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. [https://www.mediawiki.org/wiki/Talk_pages_project/Usability#4_August_2022][https://www.mediawiki.org/wiki/Talk_pages_project/Usability#Phase_1:_Topic_containers][https://phabricator.wikimedia.org/T312672] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W33"/> 21:08, 15 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23658001 --> == Tech News: 2022-34 == <section begin="technews-2022-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/34|Translations]] are available. '''Recent changes''' * Two problems with [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps have been fixed. Maps are no longer shown as empty when a geoline was created via VisualEditor. Geolines consisting of points with QIDs (e.g., subway lines) are no longer shown with pushpins. [https://phabricator.wikimedia.org/T292613][https://phabricator.wikimedia.org/T308560] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-24|en}}. It will be on all wikis from {{#time:j xg|2022-08-25|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-25|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * The colours of links and visited links will change. This is to make the difference between links and other text more clear. [https://phabricator.wikimedia.org/T213778] '''Future changes''' * The new [{{int:discussiontools-topicsubscription-button-subscribe}}] button [[mw:Talk pages project/Notifications#12 August 2022|helps newcomers get answers]]. The Editing team is enabling this tool everywhere. You can turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|your preferences]]. [https://phabricator.wikimedia.org/T284489] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W34"/> 00:12, 23 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23675501 --> == Tech News: 2022-35 == <section begin="technews-2022-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/35|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] is available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup2.dblist Group 2]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. Please note that when this Beta feature is enabled, it may cause conflicts with some wiki-specific Gadgets. '''Problems''' * In recent months, there have been inaccurate numbers shown for various [[{{#special:statistics}}]] at Commons, Wikidata, and English Wikipedia. This has now been fixed. [https://phabricator.wikimedia.org/T315693] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-31|en}}. It will be on all wikis from {{#time:j xg|2022-09-01|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-30|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]) and on {{#time:j xg|2022-09-01|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). '''Future changes''' * The Wikimedia Foundation wants to improve how Wikimedia communities report harmful incidents by building the [[m:Special:MyLanguage/Private Incident Reporting System|Private Incident Reporting System (PIRS)]] to make it easy and safe for users to make reports. You can leave comments on the talk page, by answering the [[m:Special:MyLanguage/Private Incident Reporting System#Phase 1|questions provided]]. If you have ever faced a harmful situation that you wanted to report/reported, join a PIRS interview to share your experience. To sign up [[m:Special:EmailUser/MAna_(WMF)|please email]] <span class="mw-content-ltr" lang="en" dir="ltr">[[m:User:MAna (WMF)|Madalina Ana]]</span>. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W35"/> 23:05, 29 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23725814 --> == Tech News: 2022-36 == <section begin="technews-2022-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/36|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-07|en}}. It will be on all wikis from {{#time:j xg|2022-09-08|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-09-06|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]) and on {{#time:j xg|2022-09-08|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] On Special pages that only have one tab, the tab-bar's row will be hidden in the Vector-2022 skin to save space. The row will still show if Gadgets use it. Gadgets that currently append directly to the CSS id of <bdi lang="zxx" dir="ltr"><code>#p-namespaces</code></bdi> should be updated to use the <bdi lang="zxx" dir="ltr"><code>[[mw:ResourceLoader/Core_modules#addPortletLink|mw.util.addPortletLink]]</code></bdi> function instead. Gadgets that style this id should consider also targeting <bdi lang="zxx" dir="ltr"><code>#p-associated-pages</code></bdi>, the new id for this row. [[phab:T316908|Examples are available]]. [https://phabricator.wikimedia.org/T316908][https://phabricator.wikimedia.org/T313409] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W36"/> 23:22, 5 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23757743 --> == Tech News: 2022-37 == <section begin="technews-2022-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/37|Translations]] are available. '''Recent changes''' * The search servers have been upgraded to a new major version. If you notice any issues with searching, please report them on [[phab:project/view/1849/|Phabricator]]. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/XPCTYYTN67FVFKN6XOHULJVGUO44J662] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-14|en}}. It will be on all wikis from {{#time:j xg|2022-09-15|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/Extension:SyntaxHighlight|Syntax highlighting]] is now tracked as an [[mw:Special:MyLanguage/Manual:$wgExpensiveParserFunctionLimit|expensive parser function]]. Only 500 expensive function calls can be used on a single page. Pages that exceed the limit are added to a [[:Category:{{MediaWiki:expensive-parserfunction-category}}|tracking category]]. [https://phabricator.wikimedia.org/T316858] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W37"/> 01:50, 13 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23787318 --> == Tech News: 2022-38 == <section begin="technews-2022-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/38|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Two database fields in the <bdi lang="zxx" dir="ltr"><code><nowiki>templatelinks</nowiki></code></bdi> table are now being dropped: <bdi lang="zxx" dir="ltr"><code><nowiki>tl_namespace</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>tl_title</nowiki></code></bdi>. Any queries that rely on these fields need to be changed to use the new normalization field called <bdi lang="zxx" dir="ltr"><code><nowiki>tl_target_id</nowiki></code></bdi>. See <span class="mw-content-ltr" lang="en" dir="ltr">[[phab:T299417|T299417]]</span> for more information. This is part of [[w:Database normalization|normalization]] of links tables. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/U2U6TXIBABU3KDCVUOITIGI5OJ4COBSW/][https://www.mediawiki.org/wiki/User:ASarabadani_(WMF)/Database_for_devs_toolkit/Concepts/Normalization] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-21|en}}. It will be on all wikis from {{#time:j xg|2022-09-22|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * In [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps, you can use icons on markers for common points of interest. On Tuesday, the [[mw:Special:MyLanguage/Help:Extension:Kartographer/Icons|previous icon set]] will be updated to [https://de.wikipedia.beta.wmflabs.org/wiki/Hilfe:Extension:Kartographer/Icons version maki 7.2]. That means, around 100 new icons will be available. Additionally, all existing icons were updated for clarity and to make them work better in international contexts. [https://phabricator.wikimedia.org/T302861][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Update_maki_icons] '''Future changes''' * In a [[m:Content_Partnerships_Hub/Software/Volunteer_developers_discussion_at_Wikimania_2022|group discussion at Wikimania]], more than 30 people talked about how to make content partnership software in the Wikimedia movement more sustainable. What kind of support is acceptable for volunteer developers? Read the summary and [[m:Talk:Content Partnerships Hub/Software/Volunteer developers discussion at Wikimania 2022|leave your feedback]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W38"/> <span class="mw-content-ltr" lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</span> 22:16, 19 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23826293 --> == Tech News: 2022-39 == <section begin="technews-2022-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/39|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Parsoid clients should be updated to allow for space-separated multi-values in the <bdi lang="en" dir="ltr"><code>rel</code></bdi> attribute of links. Further details are in <bdi lang="en" dir="ltr">[[phab:T315209|T315209]]</bdi>. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-28|en}}. It will be on all wikis from {{#time:j xg|2022-09-29|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/VisualEditor/Diffs|Visual diffs]] will become available to all users, except at the Wiktionaries and Wikipedias. [https://phabricator.wikimedia.org/T314588] * [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|Talk pages on the mobile site]] will change at the Arabic, Bangla, Chinese, French, Haitian Creole, Hebrew, Korean, and Vietnamese Wikipedias. They should be easier to use and provide more information. [https://phabricator.wikimedia.org/T318302] [https://www.mediawiki.org/wiki/Talk_pages_project/Mobile] * In the [[mw:Lua/Scripting|{{ns:828}}]] namespace, pages ending with <bdi lang="en" dir="ltr"><code>.json</code></bdi> will be treated as JSON, just like they already are in the {{ns:2}} and {{ns:8}} namespaces. [https://phabricator.wikimedia.org/T144475] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:30, 27 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23860085 --> == Tech News: 2022-40 == <section begin="technews-2022-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/40|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps can now show geopoints from Wikidata, via QID or SPARQL query. Previously, this was only possible for geoshapes and geolines. [https://phabricator.wikimedia.org/T307695] [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Geopoints_via_QID] * The [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award 2022]] is looking for nominations. You can recommend tools until 12 October. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-05|en}}. It will be on all wikis from {{#time:j xg|2022-10-06|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|Talk pages on the mobile site]] will change at the Arabic, Bangla, Chinese, French, Haitian Creole, Hebrew, Korean, and Vietnamese Wikipedias. They should be easier to use and provide more information. (Last week's release was delayed) [https://phabricator.wikimedia.org/T318302] [https://www.mediawiki.org/wiki/Talk_pages_project/Mobile] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>scribunto-console</code></bdi> API module will require a [[mw:Special:MyLanguage/API:Tokens|CSRF token]]. This module is documented as internal and use of it is not supported. [[phab:T212071|[5]]] * The Vector 2022 skin will become the default across the smallest Wikimedia projects. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#Deployment_plan_and_timeline|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:23, 4 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23885489 --> == Tech News: 2022-41 == <section begin="technews-2022-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/41|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-12|en}}. It will be on all wikis from {{#time:j xg|2022-10-13|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * On some wikis, [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps in full size view will be able to display nearby articles. After a feedback period, more wikis will follow. [https://phabricator.wikimedia.org/T316782][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Nearby_articles] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W41"/> 14:08, 10 October 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23912412 --> == Tech News: 2022-42 == <section begin="technews-2022-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/42|Translations]] are available. '''Recent changes''' * The recently implemented feature of [[phab:T306883|article thumbnails in Special:Search]] will be limited to Wikipedia projects only. Further details are in [[phab:T320510|T320510]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Structured_Data_Across_Wikimedia/Search_Improvements] * A bug that caused problems in loading article thumbnails in Special:Search has been fixed. Further details are in [[phab:T320406|T320406]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-19|en}}. It will be on all wikis from {{#time:j xg|2022-10-20|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Lua module authors can use <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua_reference_manual#mw.loadJsonData|mw.loadJsonData()]]</code></bdi> to load data from JSON pages. [https://phabricator.wikimedia.org/T217500] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Lua module authors can enable <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua_reference_manual#Strict_library|require( "strict" )]]</code></bdi> to add errors for some possible code problems. This replaces "[[wikidata:Q16748603|Module:No globals]]" on most wikis. [https://phabricator.wikimedia.org/T209310] '''Future changes''' * The [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated at most wikis. The "{{int:discussiontools-replylink}}" button will look different after this change. [https://phabricator.wikimedia.org/T320683] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:46, 17 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23943992 --> == Tech News: 2022-43 == <section begin="technews-2022-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/43|Translations]] are available. '''Recent changes''' * There have been some minor visual fixes in Special:Search, regarding audio player alignment and image placeholder height. Further details are in [[phab:T319230|T319230]]. * On Wikipedias, a new [[Special:Preferences#mw-prefsection-searchoptions|preference]] has been added to hide article thumbnails in Special:Search. Full details are in [[phab:T320337|T320337]]. '''Problems''' * Last week, three wikis ({{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ruwiki/en}}) had read-only access for 25 minutes. This was caused by a hardware problem. [https://phabricator.wikimedia.org/T320990] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-26|en}}. It will be on all wikis from {{#time:j xg|2022-10-27|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-10-25|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2022-10-27|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-aswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-banwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-barwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bat smgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bclwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-be x oldwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-biwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bjnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bpywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-brwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bugwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bxrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304549] * Starting on Wednesday October 26, 2022, the list of mentors will be upgraded [[d:Q14339834 | at wikis where Growth mentorship is available]]. The mentorship system will continue to work as it does now. The signup process [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list#add|will be replaced]], and a new management option will be provided. Also, this change simplifies [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list#create|the creation of mentorship systems at Wikipedias]]. [https://phabricator.wikimedia.org/T314858][https://phabricator.wikimedia.org/T310905][https://www.mediawiki.org/wiki/Special:MyLanguage/Growth/Structured_mentor_list] * Pages with titles that start with a lower-case letter according to Unicode 11 will be renamed or deleted. There is a list of affected pages at <bdi lang="en" dir="ltr">[[m:Unicode 11 case map migration]]</bdi>. More information can be found at [[phab:T292552|T292552]]. * The Vector 2022 skin will become the default across the smallest Wikipedias. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#smallest-1|Learn more]]. '''Future changes''' * The [[mw:Special:MyLanguage/Talk pages project/Replying|Reply tool]] and [[mw:Special:MyLanguage/Talk pages project/New discussion|New Topic tool]] will soon get a [[mw:Special:MyLanguage/VisualEditor/Special characters|special characters menu]]. [https://phabricator.wikimedia.org/T249072] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:22, 24 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23975411 --> == Tech News: 2022-44 == <section begin="technews-2022-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/44|Translations]] are available. '''Recent changes''' * When using keyboard navigation on a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map, the focus will become more visible. [https://phabricator.wikimedia.org/T315997] * In {{#special:RecentChanges}}, you can now hide the log entries for new user creations with the filter for "{{int:rcfilters-filter-newuserlogactions-label}}". [https://phabricator.wikimedia.org/T321155] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-02|en}}. It will be on all wikis from {{#time:j xg|2022-11-03|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Help:Extension:Kartographer|maps dialog]] in VisualEditor now has some help texts. [https://phabricator.wikimedia.org/T318818] * It is now possible to select the language of a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor via a dropdown menu. [https://phabricator.wikimedia.org/T318817] * It is now possible to add a caption to a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor. [https://phabricator.wikimedia.org/T318815] * It is now possible to hide the frame of a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor. [https://phabricator.wikimedia.org/T318813] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:15, 31 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23977539 --> == Tech News: 2022-45 == <section begin="technews-2022-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/45|Translations]] are available. '''Recent changes''' * An updated version of the [[m:Special:MyLanguage/EventCenter/Registration|Event Registration]] tool is now available for testing at [[testwiki:|testwiki]] and [[test2wiki:| test2wiki]]. The tool provides features for event organizers and participants. Your feedback is welcome at our [[m:Talk:Campaigns/Foundation Product Team/Registration|project talkpage]]. More information about [[m:Campaigns/Foundation Product Team/Registration|the project]] is available. [https://phabricator.wikimedia.org/T318592] '''Problems''' * Twice last week, for about 45 minutes, some files and thumbnails failed to load and uploads failed, mostly for logged-in users. The cause is being investigated and an incident report will be available soon. '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:32, 8 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24001035 --> == Tech News: 2022-46 == <section begin="technews-2022-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/46|Translations]] are available. '''Recent changes''' * At Wikidata, an interwiki link can now point to a redirect page if certain conditions are met. This new feature is called [[wikidata:Special:MyLanguage/Wikidata:Sitelinks_to_redirects|sitelinks to redirects]]. It is needed when one wiki uses one page to cover multiple concepts but another wiki uses more pages to cover the same concepts. Your [[wikidata:Special:MyLanguage/Wikidata talk:Sitelinks to redirects|feedback on the talkpage]] of the new proposed guideline is welcome. [https://phabricator.wikimedia.org/T278962] * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikinews.org/ www.wikinews.org]</span>, <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikiversity.org/ www.wikiversity.org]</span>, and <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikivoyage.org/ www.wikivoyage.org]</span> portal pages now use an automated update system. [https://phabricator.wikimedia.org/T273179] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-16|en}}. It will be on all wikis from {{#time:j xg|2022-11-17|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * There will be a new link to directly "Edit template data" on Template pages. [https://phabricator.wikimedia.org/T316759] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Wikis where mobile [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] are enabled ([[mw:Special:MyLanguage/Talk pages project/Deployment Status|these ones]]) will soon use full CSS styling to display any templates that are placed at the top of talk pages. To adapt these “talk page boxes” for narrow mobile devices you can use media queries, such as in [https://en.wikipedia.org/w/index.php?title=Module:Message_box/tmbox.css&oldid=1097618699#L-69 this example]. [https://phabricator.wikimedia.org/T312309] * Starting in January 2023, [[m:Special:MyLanguage/Community Tech|Community Tech]] will be [[m:Special:MyLanguage/Community Wishlist Survey/Updates/2023 Changes Update|running the Community Wishlist Survey (CWS) every two years]]. This means that in 2024, there will be no new proposals or voting. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:54, 14 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24071290 --> == Tech News: 2022-47 == <section begin="technews-2022-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/47|Translations]] are available. '''Recent changes''' * The display of non-free media in the search bar and for article thumbnails in Special:Search has been deactivated. Further details are in [[phab:T320661|T320661]]. '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-11-22|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]) and on {{#time:j xg|2022-11-24|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:22, 21 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24071290 --> == Tech News: 2022-48 == <section begin="technews-2022-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/48|Translations]] are available. '''Recent changes''' * A new preference, “Enable limited width mode”, has been added to the [[Special:Preferences#mw-prefsection-rendering|Vector 2022 skin]]. The preference is also available as a toggle on every page if your monitor is 1600 pixels or wider. It allows for increasing the width of the page for logged-out and logged-in users. [https://phabricator.wikimedia.org/T319449] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-30|en}}. It will be on all wikis from {{#time:j xg|2022-12-01|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-11-29|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]) and on {{#time:j xg|2022-12-01|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]). * Mathematical formulas shown in SVG image format will no longer have PNG fall-backs for browsers that don't support them. This is part of work to modernise the generation system. Showing only PNG versions was the default option until in February 2018. [https://lists.wikimedia.org/hyperkitty/list/wikimedia-l@lists.wikimedia.org/message/3BGOKWJIZGL4TC4HJ22ICRU2SEPWGCR4/][https://phabricator.wikimedia.org/T311620][https://phabricator.wikimedia.org/T186327] * On [[phab:P40224|some wikis]] that use flagged revisions, [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs#Special:Contributions|a new checkbox will be added]] to Special:Contributions that enables you to see only the [[mw:Special:MyLanguage/Help:Pending changes|pending changes]] by a user. [https://phabricator.wikimedia.org/T321445] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] How media is structured in the parser's HTML output will change early next week at [https://wikitech.wikimedia.org/wiki/Deployments/Train#Wednesday group1 wikis] (but not Wikimedia Commons or Meta-Wiki). This change improves the accessibility of content, and makes it easier to write related CSS. You may need to update your site-CSS, or userscripts and gadgets. There are [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Media_structure/FAQ|details on what code to check, how to update the code, and where to report any related problems]]. [https://phabricator.wikimedia.org/T314318] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:03, 28 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24114342 --> == Tech News: 2022-49 == <section begin="technews-2022-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/49|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The Wikisources use a tool called ProofreadPage. ProofreadPage uses OpenSeadragon which is an open source tool. The OpenSeadragon JavaScript API has been significantly re-written to support dynamically loading images. The functionality provided by the older version of the API should still work but it is no longer supported. User scripts and gadgets should migrate over to the newer version of the API. The functionality provided by the newer version of the API is [[mw:Extension:Proofread_Page/Page_viewer#JS_API|documented on MediaWiki]]. [https://phabricator.wikimedia.org/T308098][https://www.mediawiki.org/wiki/Extension:Proofread_Page/Edit-in-Sequence] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-12-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-12-07|en}}. It will be on all wikis from {{#time:j xg|2022-12-08|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:41, 6 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24151590 --> == Tech News: 2022-50 == <section begin="technews-2022-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/50|Translations]] are available. '''Recent changes''' * An [[mw:Special:MyLanguage/Talk pages project/Mobile|A/B test has begun]] at 15 Wikipedias for [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|DiscussionTools on mobile]]. Half of the editors on the [[mw:Reading/Web/Mobile|mobile web site]] will have access to the {{int:discussiontools-replybutton}} tool and other features. [https://phabricator.wikimedia.org/T321961] * The character <code>=</code> cannot be used in new usernames, to make usernames work better with templates. Existing usernames are not affected. [https://phabricator.wikimedia.org/T254045] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-12-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-12-14|en}}. It will be on all wikis from {{#time:j xg|2022-12-15|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The HTML markup used by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] to [[mw:Special:MyLanguage/Talk_pages_project/Usability#Phase_1:_Topic_containers|show discussion metadata below section headings]] will be inserted after these headings, not inside of them. This change improves the accessibility of discussion pages for screen reader software. [https://phabricator.wikimedia.org/T314714] '''Events''' * The fourth edition of the [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award]] will happen online on [https://zonestamp.toolforge.org/1671210002 Friday 16 December 2022 at 17:00 UTC]! The event will be live-streamed on YouTube in the [https://www.youtube.com/user/watchmediawiki MediaWiki channel] and added to Commons afterwards. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:34, 12 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24216570 --> == Tech News: 2022-51 == <section begin="technews-2022-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/51|Translations]] are available. '''Tech News''' * Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 9 January 2023. '''Recent changes''' * On a user's contributions page, you can filter it for edits with a tag like 'reverted'. Now, you can also filter for all edits that are not tagged like that. This was part of a Community Wishlist 2022 request. [https://phabricator.wikimedia.org/T119072] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new function has been used for gadget developers to add content underneath the title on article pages. This is considered a stable API that should work across all skins. [[mw:Special:MyLanguage/ResourceLoader/Core_modules#addSubtitle|Documentation is available]]. [https://phabricator.wikimedia.org/T316830] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[test2wiki:|One of our test wikis]] is now being served from a new infrastructure powered by [[w:Kubernetes|Kubernetes]] ([[wikitech:MediaWiki On Kubernetes|read more]]). More Wikis will switch to this new infrastructure in early 2023. Please test and let us know of any issues. [https://phabricator.wikimedia.org/T290536] '''Problems''' * Last week, all wikis had no edit access for 9 minutes. This was caused by a database problem. [https://wikitech.wikimedia.org/wiki/Incidents/2022-12-13_sessionstore] '''Changes later this week''' * There is no new MediaWiki version this week or next week. * The word "{{int:discussiontools-replybutton}}" is very short in some languages, such as Arabic ("<bdi lang="ar">ردّ</bdi>"). This makes the {{int:discussiontools-preference-label}} button on talk pages difficult to use. An arrow icon will be added to those languages. This will only be visible to editors who have the [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] turned on. [https://www.mediawiki.org/wiki/Talk_pages_project/Usability#Status] [https://phabricator.wikimedia.org/T323537] '''Future changes''' * Edits can be automatically "tagged" by the system software or the {{int:Abusefilter}} system. Those tags link to a help page about the tags. Soon they will also link to Recent Changes to let you see other edits tagged this way. This was a Community Wishlist 2022 request. [https://phabricator.wikimedia.org/T301063] * The Trust & Safety tools team [[m:Special:MyLanguage/Private Incident Reporting System/Timeline and Updates|have shared new plans]] for building the Private Incident Reporting System. The system will make it easier for editors to ask for help if they are harassed or abused. * [[m:Special:MyLanguage/Community Wishlist Survey 2021/Real Time Preview for Wikitext|Realtime Preview for Wikitext]] is coming out of beta as an enabled feature for every user of the 2010 Wikitext [[mw:Special:MyLanguage/Editor|editor]] in the week of January 9, 2023. It will be available to use via the toolbar in the 2010 Wikitext editor. The feature was the 4th most popular wish of the Community Wishlist Survey 2021. '''Events''' * You can now [[mw:Special:MyLanguage/Wikimedia Hackathon 2023/Participate|register for the Wikimedia Hackathon 2023]], taking place on May 19–21 in Athens, Greece. You can also apply for a scholarship until January 14th. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:00, 20 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24258101 --> == Tech News: 2023-02 == <section begin="technews-2023-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/02|Translations]] are available. '''Recent changes''' * You can use tags to filter edits in the recent changes feed or on your watchlist. You can now use tags to filter out edits you don't want to see. Previously you could only use tags to focus on the edits with those tags. [https://phabricator.wikimedia.org/T174349] * [[Special:WhatLinksHere|Special:WhatLinksHere]] shows all pages that link to a specific page. There is now a [https://wlh.toolforge.org prototype] for how to sort those pages alphabetically. You can see the discussion in the [[phab:T4306|Phabricator ticket]]. * You can now use the [[mw:Special:MyLanguage/Extension:Thanks|thanks]] function on your watchlist and the user contribution page. [https://phabricator.wikimedia.org/T51541] * A wiki page can be moved to give it a new name. You can now get a dropdown menu with common reasons when you move a page. This is so you don't have to write the explanation every time. [https://phabricator.wikimedia.org/T325257] * [[m:Special:MyLanguage/Matrix.org|Matrix]] is a chat tool. You can now use <code>matrix:</code> to create Matrix links on wiki pages. [https://phabricator.wikimedia.org/T326021] * You can filter out translations when you look at the recent changes on multilingual wikis. This didn't hide translation pages. You can now also hide subpages which are translation pages. [https://phabricator.wikimedia.org/T233493] '''Changes later this week''' * [[m:Special:MyLanguage/Real Time Preview for Wikitext|Realtime preview for wikitext]] is a tool which lets editors preview the page when they edit wikitext. It will be enabled for all users of the 2010 wikitext editor. You will find it in the editor toolbar. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2023-01-10|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2023-01-12|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-11|en}}. It will be on all wikis from {{#time:j xg|2023-01-12|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W02"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:07, 10 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24342971 --> == Tech News: 2023-03 == <section begin="technews-2023-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/03|Translations]] are available. '''Problems''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The URLs in "{{int:last}}" links on page history now contain <bdi lang="zxx" dir="ltr"><code><nowiki>diff=prev&oldid=[revision ID]</nowiki></code></bdi> in place of <bdi lang="zxx" dir="ltr"><code><nowiki>diff=[revision ID]&oldid=[revision ID]</nowiki></code></bdi>. This is to fix a problem with links pointing to incorrect diffs when history was filtered by a tag. Some user scripts may break as a result of this change. [https://phabricator.wikimedia.org/T243569] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-18|en}}. It will be on all wikis from {{#time:j xg|2023-01-19|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Some [[mw:Special:MyLanguage/Talk pages project/Usability|changes to the appearance of talk pages]] have only been available on <code>{{ns:1}}:</code> and <code>{{ns:3}}:</code> namespaces. These will be extended to other talk namespaces, such as <code>{{ns:5}}:</code>. They will continue to be unavailable in non-talk namespaces, including <code>{{ns:4}}:</code> pages (e.g., at the Village Pump). You can [[Special:Preferences#mw-prefsection-editing-discussion|change your preferences]] ([[Special:Preferences#mw-prefsection-betafeatures|beta feature]]). [https://phabricator.wikimedia.org/T325417] *On Wikisources, when an image is zoomed or panned in the Page: namespace, the same zoom and pan settings will be remembered for all Page: namespace pages that are linked to a particular Index: namespace page. [https://gerrit.wikimedia.org/r/c/mediawiki/extensions/ProofreadPage/+/868841] * The Vector 2022 skin will become the default for the English Wikipedia desktop users. The change will take place on January 18 at 15:00 UTC. [[:en:w:Wikipedia:Vector 2022|Learn more]]. '''Future changes''' * The 2023 edition of the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey]], which invites contributors to make technical proposals and vote for tools and improvements, starts next week on 23 January 2023 at 18:00 UTC. You can start drafting your proposals in [[m:Community Wishlist Survey/Sandbox|the CWS sandbox]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:10, 17 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24381020 --> == Tech News: 2023-04 == <section begin="technews-2023-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/04|Translations]] are available. '''Problems''' * Last week, for ~15 minutes, all wikis were unreachable for logged-in users and non-cached pages. This was caused by a timing issue. [https://wikitech.wikimedia.org/wiki/Incidents/2023-01-17_MediaWiki] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-25|en}}. It will be on all wikis from {{#time:j xg|2023-01-26|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * If you have the Beta Feature for [[mw:Special:MyLanguage/Talk pages project|DiscussionTools]] enabled, the appearance of talk pages will add more information about discussion activity. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/Usability#Status][https://phabricator.wikimedia.org/T317907] * The 2023 edition of the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey]] (CWS), which invites contributors to make technical proposals and vote for tools and improvements, starts on Monday 23 January 2023 at [https://zonestamp.toolforge.org/1674496814 18:00 UTC]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:46, 23 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24418874 --> == Tech News: 2023-05 == <section begin="technews-2023-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/05|Translations]] are available. '''Problems''' * Last week, for ~15 minutes, some users were unable to log in or edit pages. This was caused by a problem with session storage. [https://wikitech.wikimedia.org/wiki/Incidents/2023-01-24_sessionstore_quorum_issues] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-01|en}}. It will be on all wikis from {{#time:j xg|2023-02-02|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Wikis that use localized numbering schemes for references need to add new CSS. This will help to show citation numbers the same way in all reading and editing modes. If your wiki would prefer to do it yourselves, please see the [[mw:Special:MyLanguage/Parsoid/Parser Unification/Cite CSS|details and example CSS to copy from]], and also add your wiki to the list. Otherwise, the developers will directly help out starting the week of February 5. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 31 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24455949 --> == Tech News: 2023-06 == <section begin="technews-2023-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/06|Translations]] are available. '''Recent changes''' * In the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022 skin]], logged-out users using the full-width toggle will be able to see the setting of their choice even after refreshing pages or opening new ones. This only applies to wikis where Vector 2022 is the default. [https://phabricator.wikimedia.org/T321498] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-08|en}}. It will be on all wikis from {{#time:j xg|2023-02-09|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Previously, we announced when some wikis would be in read-only for a few minutes because of a switch of their main database. These switches will not be announced any more, as the read-only time has become non-significant. Switches will continue to happen at 7AM UTC on Tuesdays and Thursdays. [https://phabricator.wikimedia.org/T292543#8568433] * Across all the wikis, in the Vector 2022 skin, logged-in users will see the page-related links such as "What links here" in a [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Features/Page_tools|new side menu]]. It will be displayed on the other side of the screen. This change had previously been made on Czech, English, and Vietnamese Wikipedias. [https://phabricator.wikimedia.org/T328692] *[[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey 2023]] will stop receiving new proposals on [https://zonestamp.toolforge.org/1675706431 Monday, 6 February 2023, at 18:00 UTC]. Proposers should complete any edits by then, to give time for [[m:Special:MyLanguage/Community_Wishlist_Survey/Help_us|translations]] and review. Voting will begin on Friday, 10 February. '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Gadgets and user scripts will be changing to load on desktop and mobile sites. Previously they would only load on the desktop site. It is recommended that wiki administrators audit the [[MediaWiki:Gadgets-definition|gadget definitions]] prior to this change, and add <bdi lang="zxx" dir="ltr"><code>skins=…</code></bdi> for any gadgets which should not load on mobile. [https://phabricator.wikimedia.org/T328610 More details are available]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 10:21, 6 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24491749 --> == Tech News: 2023-07 == <section begin="technews-2023-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/07|Translations]] are available. '''Problems''' * On wikis where patrolled edits are enabled, changes made to the [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list|mentor list]] by autopatrolled mentors are not correctly marked as patrolled. It will be fixed later this week. [https://phabricator.wikimedia.org/T328444] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-15|en}}. It will be on all wikis from {{#time:j xg|2023-02-16|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * The Reply tool and other parts of [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|DiscussionTools]] will be deployed for all editors using the mobile site. You can [[mw:Special:MyLanguage/Talk_pages_project/Mobile#Status_Updates|read more about this decision]]. [https://phabricator.wikimedia.org/T298060] '''Future changes''' * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T328287][https://phabricator.wikimedia.org/T327920][https://wikitech.wikimedia.org/wiki/Deployments] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:48, 14 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24540832 --> == Tech News: 2023-08 == <section begin="technews-2023-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/08|Translations]] are available. '''Problems''' * Last week, during planned maintenance of Cloud Services, unforeseen complications forced the team to turn off all tools for 2–3 hours to prevent data corruption. Work is ongoing to prevent similar problems in the future. [https://phabricator.wikimedia.org/T329535] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-22|en}}. It will be on all wikis from {{#time:j xg|2023-02-23|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). *The voting phase for the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey 2023]] ends on [https://zonestamp.toolforge.org/1677261621 24 February at 18:00 UTC]. The results of the survey will be announced on 28 February. '''Future changes''' * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T328287][https://phabricator.wikimedia.org/T327920][https://wikitech.wikimedia.org/wiki/Deployments] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:57, 21 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24570514 --> == Tech News: 2023-09 == <section begin="technews-2023-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/09|Translations]] are available. '''Problems''' * Last week, in some areas of the world, there were problems with loading pages for 20 minutes and saving edits for 55 minutes. These issues were caused by a problem with our caching servers due to unforseen events during a routine maintenance task. [https://wikitech.wikimedia.org/wiki/Incidents/2023-02-22_wiki_outage][https://wikitech.wikimedia.org/wiki/Incidents/2023-02-22_read_only] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-01|en}}. It will be on all wikis from {{#time:j xg|2023-03-02|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:47, 27 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24634242 --> == Tech News: 2023-10 == <section begin="technews-2023-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/10|Translations]] are available. '''Recent changes''' * The Community Wishlist Survey 2023 edition has been concluded. Community Tech has [[m:Special:MyLanguage/Community Wishlist Survey 2023/Results|published the results]] of the survey and will provide an update on what is next in April 2023. * On wikis which use [[mw:Special:MyLanguage/Writing_systems|LanguageConverter]] to handle multiple writing systems, articles which used custom conversion rules in the wikitext (primarily on Chinese Wikipedia) would have these rules applied inconsistently in the table of contents, especially in the Vector 2022 skin. This has now been fixed. [https://phabricator.wikimedia.org/T306862] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-08|en}}. It will be on all wikis from {{#time:j xg|2023-03-09|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * A search system has been added to the [[Special:Preferences|Preferences screen]]. This will let you find different options more easily. Making it work on mobile devices will happen soon. [https://phabricator.wikimedia.org/T313804] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:49, 6 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24676916 --> == Tech News: 2023-11 == <section begin="technews-2023-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/11|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-15|en}}. It will be on all wikis from {{#time:j xg|2023-03-16|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-cbk_zamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cdowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cebwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ckbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-csbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304542][https://phabricator.wikimedia.org/T304550] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:20, 13 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24700189 --> == Tech News: 2023-12 == <section begin="technews-2023-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/12|Translations]] are available. '''Problems''' * Last week, some users experienced issues loading image thumbnails. This was due to incorrectly cached images. [https://phabricator.wikimedia.org/T331820] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-22|en}}. It will be on all wikis from {{#time:j xg|2023-03-23|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] A link to the user's [[{{#special:CentralAuth}}]] page will appear on [[{{#special:Contributions}}]] — some user scripts which previously added this link may cause conflicts. This feature request was [[:m:Community Wishlist Survey 2023/Admins and patrollers/Add link to CentralAuth on Special:Contributions|voted #17 in the 2023 Community Wishlist Survey]]. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The [[{{#special:AbuseFilter}}]] edit window will be resizable and larger by default. This feature request was [[:m:Community Wishlist Survey 2023/Anti-harassment/Make the AbuseFilter edit window resizable and larger by default|voted #80 in the 2023 Community Wishlist Survey]]. * There will be a new option for Administrators when they are unblocking a user, to add the unblocked user’s user page to their watchlist. This will work both via [[{{#special:Unblock}}]] and via the API. [https://phabricator.wikimedia.org/T257662] '''Meetings''' * You can join the next meeting with the Wikipedia mobile apps teams. During the meeting, we will discuss the current features and future roadmap. The meeting will be on [https://zonestamp.toolforge.org/1679677204 24 March at 17:00 (UTC)]. See [[mw:Special:MyLanguage/Wikimedia Apps/Office Hours|details and how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:25, 21 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24732558 --> == Tech News: 2023-13 == <section begin="technews-2023-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/13|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] condition limit was increased from 1000 to 2000. [https://phabricator.wikimedia.org/T309609] * [[:m:Special:MyLanguage/Global AbuseFilter#Locally disabled actions|Some Global AbuseFilter]] actions will no longer apply to local projects. [https://phabricator.wikimedia.org/T332521] * Desktop users are now able to subscribe to talk pages by clicking on the {{int:discussiontools-newtopicssubscription-button-subscribe-label}} link in the {{int:toolbox}} menu. If you subscribe to a talk page, you receive [[mw:Special:MyLanguage/Notifications|notifications]] when new topics are started on that talk page. This is separate from putting the page on your watchlist or subscribing to a single discussion. [https://phabricator.wikimedia.org/T263821] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-29|en}}. It will be on all wikis from {{#time:j xg|2023-03-30|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''Future changes''' * You will be able to choose [[mw:Special:MyLanguage/VisualEditor/Diffs|visual diffs]] on all [[m:Special:MyLanguage/Help:Page history|history pages]] at the Wiktionaries and Wikipedias. [https://phabricator.wikimedia.org/T314588] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The legacy [[mw:Mobile Content Service|Mobile Content Service]] is going away in July 2023. Developers are encouraged to switch to Parsoid or another API before then to ensure service continuity. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/4MVQQTONJT7FJAXNVOFV3WWVVMCHRINE/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:13, 28 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24780854 --> == Tech News: 2023-14 == <section begin="technews-2023-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/14|Translations]] are available. '''Recent changes''' * The system for automatically creating categories for the [[mw:Special:MyLanguage/Extension:Babel|Babel]] extension has had several important changes and fixes. One of them allows you to insert templates for automatic category descriptions on creation, allowing you to categorize the new categories. [https://phabricator.wikimedia.org/T211665][https://phabricator.wikimedia.org/T64714][https://phabricator.wikimedia.org/T170654][https://phabricator.wikimedia.org/T184941][https://phabricator.wikimedia.org/T33074] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-05|en}}. It will be on all wikis from {{#time:j xg|2023-04-06|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Some older [[w:en:Web browser|Web browsers]] will stop being able to use [[w:en:JavaScript|JavaScript]] on Wikimedia wikis from this week. This mainly affects users of Internet Explorer 11. If you have an old web browser on your computer you can try to upgrade to a newer version. [https://phabricator.wikimedia.org/T178356] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The deprecated <bdi lang="zxx" dir="ltr"><code>jquery.hoverIntent</code></bdi> module has been removed. This module could be used by gadgets and user scripts, to create an artificial delay in how JavaScript responds to a hover event. Gadgets and user scripts should now use jQuery <bdi lang="zxx" dir="ltr"><code>hover()</code></bdi> or <bdi lang="zxx" dir="ltr"><code>on()</code></bdi> instead. Examples can be found in the [[mw:Special:MyLanguage/ResourceLoader/Migration_guide_(users)#jquery.hoverIntent|migration guide]]. [https://phabricator.wikimedia.org/T311194] * Some of the links in [[{{#special:SpecialPages}}]] will be re-arranged. There will be a clearer separation between links that relate to all users, and links related to your own user account. [https://phabricator.wikimedia.org/T333242] * You will be able to hide the [[mw:Special:MyLanguage/Talk pages project/Replying|Reply button]] in archived discussion pages with a new <bdi lang="zxx" dir="ltr"><code><nowiki>__ARCHIVEDTALK__</nowiki></code></bdi> magic word. There will also be a new <bdi lang="zxx" dir="ltr"><code>.mw-archivedtalk</code></bdi> CSS class for hiding the Reply button in individual sections on a page. [https://phabricator.wikimedia.org/T249293][https://phabricator.wikimedia.org/T295553][https://gerrit.wikimedia.org/r/c/mediawiki/extensions/DiscussionTools/+/738221] '''Future changes''' * The Vega software that creates data visualizations in pages, such as graphs, will be upgraded to the newest version in the future. Graphs that still use the very old version 1.5 syntax may stop working properly. Most existing uses have been found and updated, but you can help to check, and to update any local documentation. [[phab:T260542|Examples of how to find and fix these graphs are available]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:39, 3 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24820268 --> == Tech News: 2023-15 == <section begin="technews-2023-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/15|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] In the visual editor, it is now possible to edit captions of images in galleries without opening the gallery dialog. This feature request was [[:m:Community Wishlist Survey 2023/Editing/Editable gallery captions in Visual Editor|voted #61 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T190224] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] You can now receive notifications when another user edits your user page. See the "{{int:Echo-category-title-edit-user-page}}" option in [[Special:Preferences#mw-prefsection-echo|your Preferences]]. This feature request was [[:m:Community Wishlist Survey 2023/Anti-harassment/Notifications for user page edits|voted #3 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T3876] '''Problems''' * There was a problem with all types of CentralNotice banners still being shown to logged-in users even if they had [[Special:Preferences#mw-prefsection-centralnotice-banners|turned off]] specific banner types. This has now been fixed. [https://phabricator.wikimedia.org/T331671] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-12|en}}. It will be on all wikis from {{#time:j xg|2023-04-13|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-arywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dinwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dsbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-elwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-emlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-etwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-euwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-extwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tumwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ffwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiu_vrowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frpwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-furwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gcrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-glwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-glkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gomwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gotwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-guwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gvwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304551][https://phabricator.wikimedia.org/T308133] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:05, 10 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24851886 --> == Tech News: 2023-16 == <section begin="technews-2023-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/16|Translations]] are available. '''Recent changes''' * You can now see [[mw:Special:MyLanguage/Help:Extension:Kartographer#Show_nearby_articles|nearby articles on a Kartographer map]] with the button for the new feature "{{int:Kartographer-sidebar-nearbybutton}}". Six wikis have been testing this feature since October. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Nearby_articles#Implementation][https://phabricator.wikimedia.org/T334079] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The [[m:Special:GlobalWatchlist|Special:GlobalWatchlist]] page now has links for "{{int:globalwatchlist-markpageseen}}" for each entry. This feature request was [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Button to mark a single change as read in the global watch list|voted #161 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334246] '''Problems''' * At Wikimedia Commons, some thumbnails have not been getting replaced correctly after a new version of the image is uploaded. This should be fixed later this week. [https://phabricator.wikimedia.org/T331138][https://phabricator.wikimedia.org/T333042] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] For the last few weeks, some external tools had inconsistent problems with logging-in with OAuth. This has now been fixed. [https://phabricator.wikimedia.org/T332650] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-19|en}}. It will be on all wikis from {{#time:j xg|2023-04-20|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:54, 18 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24881071 --> == Tech News: 2023-17 == <section begin="technews-2023-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/17|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The date-selection menu on pages such as [[{{#special:Contributions}}]] will now show year-ranges that are in the current and past decade, instead of the current and future decade. This feature request was [[m:Community Wishlist Survey 2023/Miscellaneous/Change year range shown in date selection popup|voted #145 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334316] '''Problems''' * Due to security issues with the [[mw:Special:MyLanguage/Extension:Graph|Graph extension]], graphs have been disabled in all Wikimedia projects. Wikimedia Foundation teams are working to respond to these vulnerabilities. [https://phabricator.wikimedia.org/T334940] * For a few days, it was not possible to save some kinds of edits on the mobile version of a wiki. This has been fixed. [https://phabricator.wikimedia.org/T334797][https://phabricator.wikimedia.org/T334799][https://phabricator.wikimedia.org/T334794] '''Changes later this week''' * All wikis will be read-only for a few minutes on April 26. This is planned for [https://zonestamp.toolforge.org/1682517653 14:00 UTC]. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-26|en}}. It will be on all wikis from {{#time:j xg|2023-04-27|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * The Editing team plans an A/B test for [[mw:Special:MyLanguage/Talk pages project/Usability|a usability analysis of the Talk page project]]. The [[mw:Special:MyLanguage/Talk pages project/Usability/Analysis|planned measurements are available]]. Your wiki [[phab:T332946|may be invited to participate]]. Please suggest improvements to the measurement plan at [[mw:Talk:Talk pages project/Usability|the discussion page]]. * [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2023-2024|The Wikimedia Foundation annual plan 2023-2024 draft is open for comment and input]] until May 19. The final plan will be published in July 2023 on Meta-wiki. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:03, 24 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24933592 --> == Tech News: 2023-18 == <section begin="technews-2023-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/18|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The content attribution tools [[mw:Special:MyLanguage/Who Wrote That?|Who Wrote That?]], [[xtools:authorship|XTools Authorship]], and [[xtools:blame|XTools Blame]] now support the French and Italian Wikipedias. More languages will be added in the near future. This is part of the [[m:Community Wishlist Survey 2023/Reading/Extend "Who Wrote That?" tool to more wikis|#7 wish in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T243711][https://phabricator.wikimedia.org/T270490][https://phabricator.wikimedia.org/T334891] * The [[:commons:Special:MyLanguage/Commons:Video2commons|Video2commons]] tool has been updated. This fixed several bugs related to YouTube uploads. [https://github.com/toolforge/video2commons/pull/162/commits] * The [[{{#special:Preferences}}]] page has been redesigned on mobile web. The new design makes it easier to browse the different categories and settings at low screen widths. You can also now access the page via a link in the Settings menu in the mobile web sidebar. [https://www.mediawiki.org/wiki/Moderator_Tools/Content_moderation_on_mobile_web/Preferences] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-03|en}}. It will be on all wikis from {{#time:j xg|2023-05-04|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:45, 2 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24966974 --> == Tech News: 2023-19 == <section begin="technews-2023-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/19|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] Last week, Community Tech released the first update for providing [[m:Special:MyLanguage/Community Wishlist Survey 2022/Better diff handling of paragraph splits|better diffs]], the #1 request in the 2022 Community Wishlist Survey. [[phab:T324759|This update]] adds legends and tooltips to inline diffs so that users unfamiliar with the blue and yellow highlights can better understand the type of edits made. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] When you close an image that is displayed via MediaViewer, it will now return to the wiki page instead of going back in your browser history. This feature request was [[m:Community Wishlist Survey 2023/Reading/Return to the article when closing the MediaViewer|voted #65 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T236591] * The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|SyntaxHighlight]] extension now supports <bdi lang="en" dir="ltr"><code>wikitext</code></bdi> as a selected language. Old alternatives that were used to highlight wikitext, such as <bdi lang="en" dir="ltr"><code>html5</code></bdi>, <bdi lang="en" dir="ltr"><code>moin</code></bdi>, and <bdi lang="en" dir="ltr"><code>html+handlebars</code></bdi>, can now be replaced. [https://phabricator.wikimedia.org/T29828] * [[mw:Special:MyLanguage/Manual:Creating pages with preloaded text|Preloading text to new pages/sections]] now supports preloading from localized MediaWiki interface messages. [https://cs.wikipedia.org/wiki/User_talk:Martin_Urbanec_(WMF)?action=edit&section=new&preload=MediaWiki:July Here is an example] at the {{int:project-localized-name-cswiki/en}} that uses <bdi lang="zxx" dir="ltr"><code><nowiki>preload=MediaWiki:July</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T330337] '''Problems''' * Graph Extension update: Foundation developers have completed upgrading the visualization software to Vega5. Existing community graphs based on Vega2 are no longer compatible. Communities need to update local graphs and templates, and shared lua modules like <bdi lang="de" dir="ltr">[[:de:Modul:Graph]]</bdi>. The [https://vega.github.io/vega/docs/porting-guide/ Vega Porting guide] provides the most comprehensive detail on migration from Vega2 and [https://www.mediawiki.org/w/index.php?title=Template:Graph:PageViews&action=history here is an example migration]. Vega5 has currently just been enabled on mediawiki.org to provide a test environment for communities. [https://phabricator.wikimedia.org/T334940#8813922] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-10|en}}. It will be on all wikis from {{#time:j xg|2023-05-11|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Until now, all new OAuth apps went through manual review. Starting this week, apps using identification-only or basic authorizations will not require review. [https://phabricator.wikimedia.org/T67750] '''Future changes''' * During the next year, MediaWiki will stop using IP addresses to identify logged-out users, and will start automatically assigning unique temporary usernames. Read more at [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/Updates|IP Editing: Privacy Enhancement and Abuse Mitigation/Updates]]. You can [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation#What should it look like?|join the discussion]] about the [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/Updates#What will temporary usernames look like?|format of the temporary usernames]]. [https://phabricator.wikimedia.org/T332805] * There will be an [[:w:en:A/B testing|A/B test]] on 10 Wikipedias where the Vector 2022 skin is the default skin. Half of logged-in desktop users will see an interface where the different parts of the page are more clearly separated. You can [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2023-05 Zebra9 A/B test|read more]]. [https://phabricator.wikimedia.org/T333180][https://phabricator.wikimedia.org/T335972] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] <code>jquery.tipsy</code> will be removed from the MediaWiki core. This will affect some user scripts. Many lines with <code>.tipsy(</code> can be commented out. <code>OO.ui.PopupWidget</code> can be used to keep things working like they are now. You can [[phab:T336019|read more]] and [[:mw:Help:Locating broken scripts|read about how to find broken scripts]]. [https://phabricator.wikimedia.org/T336019] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:36, 9 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24998636 --> == Tech News: 2023-20 == <section begin="technews-2023-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/20|Translations]] are available. '''Problems''' * Citations that are automatically generated based on [[d:Q33057|ISBN]] are currently broken. This affects citations made with the [[mw:Special:MyLanguage/Help:VisualEditor/User_guide/Citations-Full#Automatic|VisualEditor Automatic tab]], and the use of the citoid API in gadgets and user scripts. Work is ongoing to restore this feature. [https://phabricator.wikimedia.org/T336298] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-17|en}}. It will be on all wikis from {{#time:j xg|2023-05-18|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-gorwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hakwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hifwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hsbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-htwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-igwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ilowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-inhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jvwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308134] '''Future changes''' * There is a recently formed team at the Wikimedia Foundation which will be focusing on experimenting with new tools. Currently they are building [[m:Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI|a prototype ChatGPT plugin that allows information generated by ChatGPT to be properly attributed]] to the Wikimedia projects. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadget and userscript developers should replace <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> with <bdi lang="zxx" dir="ltr"><code>mediawiki.cookie</code></bdi>. The <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> library will be removed in ~1 month, and staff developers will run a script to replace any remaining uses at that time. [https://phabricator.wikimedia.org/T336018] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:45, 15 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25011501 --> == Tech News: 2023-21 == <section begin="technews-2023-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/21|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The "recent edits" time period for page watchers is now 30 days. It used to be 180 days. This was a [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Change information about the number of watchers on a page|Community Wishlist Survey proposal]]. [https://phabricator.wikimedia.org/T336250] '''Changes later this week''' * An [[mw:special:MyLanguage/Growth/Positive reinforcement#Impact|improved impact module]] will be available at Wikipedias. The impact module is a feature available to newcomers [[mw:Special:MyLanguage/Growth/Feature summary#Newcomer homepage|at their personal homepage]]. It will show their number of edits, how many readers their edited pages have, how many thanks they have received and similar things. It is also accessible by accessing Special:Impact. [https://phabricator.wikimedia.org/T336203] * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-24|en}}. It will be on all wikis from {{#time:j xg|2023-05-25|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W21"/> 16:55, 22 May 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25028325 --> == Tech News: 2023-22 == <section begin="technews-2023-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/22|Translations]] are available. '''Recent changes''' * Citations can once again be added automatically from ISBNs, thanks to Zotero's ISBN searches. The current data sources are the Library of Congress (United States), the Bibliothèque nationale de France (French National Library), and K10plus ISBN (German repository). Additional data source searches can be [[mw:Citoid/Creating Zotero translators|proposed to Zotero]]. The ISBN labels in the [[mw:Special:MyLanguage/Help:VisualEditor/User_guide/Citations-Full#Automatic|VisualEditor Automatic tab]] will reappear later this week. [https://phabricator.wikimedia.org/T336298#8859917] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The page [[{{#special:EditWatchlist}}]] now has "{{int:watchlistedit-normal-check-all}}" options to select all the pages within a namespace. This feature request was [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Watchlist edit - "check all" checkbox|voted #161 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334252] '''Problems''' * For a few days earlier this month, the "Add interlanguage link" item in the Tools menu did not work properly. This has now been fixed. [https://phabricator.wikimedia.org/T337081] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-31|en}}. It will be on all wikis from {{#time:j xg|2023-06-01|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * VisualEditor will be switched to a new backend on [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/small.dblist small] and [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/medium.dblist medium] wikis this week. Large wikis will follow in the coming weeks. This is part of the effort to move Parsoid into MediaWiki core. The change should have no noticeable effect on users, but if you experience any slow loading or other strangeness when using VisualEditor, please report it on the phabricator ticket linked here. [https://phabricator.wikimedia.org/T320529] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:03, 29 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25079963 --> == Tech News: 2023-23 == <section begin="technews-2023-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/23|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Help:Extension:RealMe|RealMe]] extension allows you to mark URLs on your user page as verified for Mastodon and similar software. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] Citation and footnote editing can now be started from the reference list when using the visual editor. This feature request was [[m:Community Wishlist Survey 2023/Citations/Allow citations to be edited in the references section with VisualEditor|voted #2 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T54750] * Previously, clicking on someone else's link to Recent Changes with filters applied within the URL could unintentionally change your preference for "{{int:Rcfilters-group-results-by-page}}". This has now been fixed. [https://phabricator.wikimedia.org/T202916#8874081] '''Problems''' * For a few days last week, some tools and bots returned outdated information due to database replication problems, and may have been down entirely while it was being fixed. These issues have now been fixed. [https://phabricator.wikimedia.org/T337446] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-07|en}}. It will be on all wikis from {{#time:j xg|2023-06-08|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Bots will no longer be prevented from making edits because of URLs that match the [[mw:Special:MyLanguage/Extension:SpamBlacklist|spam blacklist]]. [https://phabricator.wikimedia.org/T313107] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:52, 5 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25114640 --> == Tech News: 2023-24 == <section begin="technews-2023-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/24|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The content attribution tools [[mw:Special:MyLanguage/Who Wrote That?|Who Wrote That?]], [[xtools:authorship|XTools Authorship]], and [[xtools:blame|XTools Blame]] now support the Dutch, German, Hungarian, Indonesian, Japanese, Polish and Portuguese Wikipedias. This was the [[m:Community Wishlist Survey 2023/Reading/Extend "Who Wrote That?" tool to more wikis|#7 wish in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334891] * The [[mw:Special:MyLanguage/Structured Data Across Wikimedia/Search Improvements#Search Preview panel|Search Preview panel]] has been deployed on four Wikipedias (Catalan, Dutch, Hungarian and Norwegian). The panel will show an image related to the article (if existing), the top sections of the article, related images (coming from MediaSearch on Commons), and eventually the sister projects associated with the article. [https://phabricator.wikimedia.org/T306341] * The [[:mw:Special:MyLanguage/Help:Extension:RealMe#Verifying_a_link_on_non-user_pages|RealMe]] extension now allows administrators to verify URLs for any page, for Mastodon and similar software. [https://phabricator.wikimedia.org/T324937] * The default project license [https://lists.wikimedia.org/hyperkitty/list/wikimediaannounce-l@lists.wikimedia.org/thread/7G6XPWZPQFLZ2JANN3ZX6RT4DVUI3HZQ/ has been officially upgraded] to CC BY-SA 4.0. The software interface messages have been updated. Communities should feel free to start updating any mentions of the old CC BY-SA 3.0 licensing within policies and related documentation pages. [https://phabricator.wikimedia.org/T319064] '''Problems''' * For three days last month, some Wikipedia pages edited with VisualEditor or DiscussionTools had an unintended <code><nowiki>__TOC__</nowiki></code> (or its localized form) added during an edit. There is [[mw:Parsoid/Deployments/T336101_followup|a listing of affected pages sorted by wiki]], that may still need to be fixed. [https://phabricator.wikimedia.org/T336101] * Currently, the "{{int:Visualeditor-dialog-meta-categories-defaultsort-label}}" feature in VisualEditor is broken. Existing <code><nowiki>{{DEFAULTSORT:...}}</nowiki></code> keywords incorrectly appear as missing templates in VisualEditor. Developers are exploring how to fix this. In the meantime, those wishing to edit the default sortkey of a page are advised to switch to source editing. [https://phabricator.wikimedia.org/T337398] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Last week, an update to the delete form may have broken some gadgets or user scripts. If you need to manipulate (empty) the reason field, replace <bdi lang="zxx" dir="ltr"><code>#wpReason</code></bdi> with <bdi lang="zxx" dir="ltr" style="white-space: nowrap;"><code>#wpReason > input</code></bdi>. See [https://cs.wikipedia.org/w/index.php?title=MediaWiki%3AGadget-CleanDeleteReasons.js&diff=22859956&oldid=12794189 an example fix]. [https://phabricator.wikimedia.org/T337809] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-14|en}}. It will be on all wikis from {{#time:j xg|2023-06-15|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * VisualEditor will be switched to a new backend on English Wikipedia on Monday, and all other [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/large.dblist large] wikis on Thursday. The change should have no noticeable effect on users, but if you experience any slow loading or other strangeness when using VisualEditor, please report it on the phabricator ticket linked here. [https://phabricator.wikimedia.org/T320529] '''Future changes''' * From 5 June to 17 July, the Foundation's [[:mw:Wikimedia Security Team|Security team]] is holding a consultation with contributors regarding a draft policy to govern the use of third-party resources in volunteer-developed gadgets and scripts. Feedback and suggestions are warmly welcome at [[m:Special:MyLanguage/Third-party resources policy|Third-party resources policy]] on meta-wiki. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:51, 12 June 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25133779 --> == Tech News: 2023-25 == <section begin="technews-2023-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/25|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Flame graphs are now available in WikimediaDebug. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/JXNQD3EHG5V5QW5UXFDPSHQG4MJ3FWJQ/][https://techblog.wikimedia.org/2023/06/08/flame-graphs-arrive-in-wikimediadebug/] '''Changes later this week''' * There is no new MediaWiki version this week. * There is now a toolbar search popup in the visual editor. You can trigger it by typing <code>\</code> or pressing <code>ctrl + shift + p</code>. It can help you quickly access most tools in the editor. [https://commons.wikimedia.org/wiki/File:Visual_editor_toolbar_search_feature.png][https://phabricator.wikimedia.org/T66905] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:08, 19 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25159510 --> == Tech News: 2023-26 == <section begin="technews-2023-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/26|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Action API modules and Special:LinkSearch will now add a trailing <bdi lang="zxx" dir="ltr"><code>/</code></bdi> to all <bdi lang="zxx" dir="ltr"><code>prop=extlinks</code></bdi> responses for bare domains. This is part of the work to remove duplication in the <code>externallinks</code> database table. [https://phabricator.wikimedia.org/T337994] '''Problems''' * Last week, search was broken on Commons and Wikidata for 23 hours. [https://phabricator.wikimedia.org/T339810][https://wikitech.wikimedia.org/wiki/Incidents/2023-06-18_search_broken_on_wikidata_and_commons] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-28|en}}. It will be on all wikis from {{#time:j xg|2023-06-29|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Minerva skin now applies more predefined styles to the <bdi lang="zxx" dir="ltr"><code>.mbox-text</code></bdi> CSS class. This enables support for mbox templates that use divs instead of tables. Please make sure that the new styles won't affect other templates in your wiki. [https://gerrit.wikimedia.org/r/c/mediawiki/skins/MinervaNeue/+/930901/][https://phabricator.wikimedia.org/T339040] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadgets will now load on both desktop and mobile by default. Previously, gadgets loaded only on desktop by default. Changing this default using the <bdi lang="zxx" dir="ltr"><code>|targets=</code></bdi> parameter is also deprecated and should not be used. You should make gadgets work on mobile or disable them based on the skin (with the <bdi lang="zxx" dir="ltr"><code>|skins=</code></bdi> parameter in <bdi lang="en" dir="ltr">MediaWiki:Gadgets-definition</bdi>) rather than whether the user uses the mobile or the desktop website. Popular gadgets that create errors on mobile will be disabled by developers on the Minerva skin as a temporary solution. [https://phabricator.wikimedia.org/T127268] * All namespace tabs now have the same browser [[m:Special:MyLanguage/Help:Keyboard_shortcuts|access key]] by default. Previously, custom and extension-defined namespaces would have to have their access keys set manually on-wiki, but that is no longer necessary. [https://phabricator.wikimedia.org/T22126] * The review form of the Flagged Revisions extension now uses the standardized [[mw:Special:MyLanguage/Codex|user interface components]]. [https://phabricator.wikimedia.org/T191156] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] How media is structured in the parser's HTML output will change in the coming weeks at [[:wikitech:Deployments/Train#Thursday|group2 wikis]]. This change improves the accessibility of content. You may need to update your site-CSS, or userscripts and gadgets. There are [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Media_structure/FAQ|details on what code to check, how to update the code, and where to report any related problems]]. [https://phabricator.wikimedia.org/T314318] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:18, 26 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25202311 --> == Tech News: 2023-27 == <section begin="technews-2023-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/27|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the rolling out of the [[m:Community Wishlist Survey 2022/Multimedia and Commons/Audio links that play on click|audio links that play on click]] wishlist proposal, [https://noc.wikimedia.org/conf/highlight.php?file=dblists/small.dblist small wikis] will now be able to use the [[mw:Special:MyLanguage/Help:Extension:Phonos#Inline audio player mode|inline audio player]] that is implemented by the [[mw:Extension:Phonos|Phonos]] extension. [https://phabricator.wikimedia.org/T336763] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] From this week all gadgets automatically load on mobile and desktop sites. If you see any problems with gadgets on your wikis, please adjust the [[mw:Special:MyLanguage/Extension:Gadgets#Options|gadget options]] in your gadget definitions file. [https://phabricator.wikimedia.org/T328610] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-05|en}}. It will be on all wikis from {{#time:j xg|2023-07-06|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:51, 3 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25231546 --> == Tech News: 2023-28 == <section begin="technews-2023-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/28|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Structured Data Across Wikimedia/Section-level Image Suggestions|Section-level Image Suggestions feature]] has been deployed on seven Wikipedias (Portuguese, Russian, Indonesian, Catalan, Hungarian, Finnish and Norwegian Bokmål). The feature recommends images for articles on contributors' watchlists that are a good match for individual sections of those articles. * [[:m:Special:MyLanguage/Global AbuseFilter|Global abuse filters]] have been enabled on all Wikimedia projects, except English and Japanese Wikipedias (who opted out). This change was made following a [[:m:Requests for comment/Make global abuse filters opt-out|global request for comments]]. [https://phabricator.wikimedia.org/T341159] * [[{{#special:BlockedExternalDomains}}]] is a new tool for administrators to help fight spam. It provides a clearer interface for blocking plain domains (and their subdomains), is more easily searchable, and is faster for the software to process for each edit on the wiki. It does not support regex (for complex cases), nor URL path-matching, nor the [[MediaWiki:Spam-whitelist|MediaWiki:Spam-whitelist]], but otherwise it replaces most of the functionalities of the existing [[MediaWiki:Spam-blacklist|MediaWiki:Spam-blacklist]]. There is a Python script to help migrate all simple domains into this tool, and more feature details, within [[mw:Special:MyLanguage/Manual:BlockedExternalDomains|the tool's documentation]]. It is available at all wikis except for Meta-wiki, Commons, and Wikidata. [https://phabricator.wikimedia.org/T337431] * The WikiEditor extension was updated. It includes some of the most frequently used features of wikitext editing. In the past, many of its messages could only be translated by administrators, but now all regular translators on translatewiki can translate them. Please check [https://translatewiki.net/wiki/Special:MessageGroupStats?group=ext-wikieditor&messages=&x=D#sortable:0=asc the state of WikiEditor localization into your language], and if the "Completion" for your language shows anything less than 100%, please complete the translation. See [https://lists.wikimedia.org/hyperkitty/list/wikitech-ambassadors@lists.wikimedia.org/thread/D4YELU2DXMZ75PGELUOKXXMFF3FH45XA/ a more detailed explanation]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-12|en}}. It will be on all wikis from {{#time:j xg|2023-07-13|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * The default protocol of [[{{#special:LinkSearch}}]] and API counterparts has changed from http to both http and https. [https://phabricator.wikimedia.org/T14810] * [[{{#special:LinkSearch}}]] and its API counterparts will now search for all of the URL provided in the query. It used to be only the first 60 characters. This feature was requested fifteen years ago. [https://phabricator.wikimedia.org/T17218] '''Future changes''' * There is an experiment with a [[:w:en:ChatGPT|ChatGPT]] plugin. This is to show users where the information is coming from when they read information from Wikipedia. It has been tested by Wikimedia Foundation staff and other Wikimedians. Soon all ChatGPT plugin users can use the Wikipedia plugin. This is the same plugin which was mentioned in [[m:Special:MyLanguage/Tech/News/2023/20|Tech News 2023/20]]. [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI] * There is an ongoing discussion on a [[m:Special:MyLanguage/Third-party resources policy|proposed Third-party resources policy]]. The proposal will impact the use of third-party resources in gadgets and userscripts. Based on the ideas received so far, policy includes some of the risks related to user scripts and gadgets loading third-party resources, some best practices and exemption requirements such as code transparency and inspectability. Your feedback and suggestions are warmly welcome until July 17, 2023 on [[m:Talk:Third-party resources policy|on the policy talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:54, 10 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25278797 --> == Tech News: 2023-29 == <section begin="technews-2023-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/29|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] We are now serving 1% of all global user traffic from [[w:en:Kubernetes|Kubernetes]] (you can [[wikitech:MediaWiki On Kubernetes|read more technical details]]). We are planning to increment this percentage regularly. You can [[phab:T290536|follow the progress of this work]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-19|en}}. It will be on all wikis from {{#time:j xg|2023-07-20|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki [[mw:Special:MyLanguage/Help:System_message|system messages]] will now look for available local fallbacks, instead of always using the default fallback defined by software. This means wikis no longer need to override each language on the [[mw:Special:MyLanguage/Manual:Language#Fallback_languages|fallback chain]] separately. For example, English Wikipedia doesn't have to create <bdi lang="zxx" dir="ltr"><code>en-ca</code></bdi> and <bdi lang="zxx" dir="ltr"><code>en-gb</code></bdi> subpages with a transclusion of the base pages anymore. This makes it easier to maintain local overrides. [https://phabricator.wikimedia.org/T229992] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>action=growthsetmentorstatus</code></bdi> API will be deprecated with the new MediaWiki version. Bots or scripts calling that API should use the <bdi lang="zxx" dir="ltr"><code>action=growthmanagementorlist</code></bdi> API now. [https://phabricator.wikimedia.org/T321503] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:08, 17 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25289122 --> == Tech News: 2023-30 == <section begin="technews-2023-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/30|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] On July 18, the Wikimedia Foundation launched a survey about the [[:mw:Technical_decision_making|technical decision making process]] for people who do technical work that relies on software that is maintained by the Foundation or affiliates. If this applies to you, [https://wikimediafoundation.limesurvey.net/885471 please take part in the survey]. The survey will be open for three weeks, until August 7. You can find more information in [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/Q7DUCFA75DXG3G2KHTO7CEWMLCYTSDB2/|the announcement e-mail on wikitech-l]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-26|en}}. It will be on all wikis from {{#time:j xg|2023-07-27|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:20, 25 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25332248 --> == Tech News: 2023-31 == <section begin="technews-2023-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/31|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Synchronizer|Synchronizer]] tool is now available to keep Lua modules synced across Wikimedia wikis, along with [[mw:Multilingual Templates and Modules|updated documentation]] to develop global Lua modules and templates. * The tag filter on [[{{#special:NewPages}}]] and revision history pages can now be inverted. For example, you can hide edits that were made using an automated tool. [https://phabricator.wikimedia.org/T334337][https://phabricator.wikimedia.org/T334338] * The Wikipedia [[:w:en:ChatGPT|ChatGPT]] plugin experiment can now be used by ChatGPT users who can use plugins. You can participate in a [[:m:Talk:Wikimedia Foundation Annual Plan/2023-2024/Draft/Future Audiences#Announcing monthly Future Audiences open "office hours"|video call]] if you want to talk about this experiment or similar work. [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI] '''Problems''' * It was not possible to generate a PDF for pages with non-Latin characters in the title, for the last two weeks. This has now been fixed. [https://phabricator.wikimedia.org/T342442] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-02|en}}. It will be on all wikis from {{#time:j xg|2023-08-03|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Tuesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-kawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kaawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kabwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kbdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kbpwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-knwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kshwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kwwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308135] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:54, 31 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25362228 --> == Tech News: 2023-32 == <section begin="technews-2023-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/32|Translations]] are available. '''Recent changes''' * Mobile Web editors can now [[mw:Special:MyLanguage/Reading/Web/Advanced_mobile_contributions#August_1,_2023_-_Full-page_editing_added_on_mobile|edit a whole page at once]]. To use this feature, turn on "{{int:Mobile-frontend-mobile-option-amc}}" in your settings and use the "{{int:Minerva-page-actions-editfull}}" button in the "{{int:Minerva-page-actions-overflow}}" menu. [https://phabricator.wikimedia.org/T203151] '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:20, 7 August 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25420038 --> == Tech News: 2023-33 == <section begin="technews-2023-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/33|Translations]] are available. '''Recent changes''' * The Content translation system is no longer using Youdao's [[mw:Special:MyLanguage/Help:Content_translation/Translating/Initial_machine_translation|machine translation service]]. The service was in place for several years, but due to no usage, and availability of alternatives, it was deprecated to reduce maintenance overheads. Other services which cover the same languages are still available. [https://phabricator.wikimedia.org/T329137] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-16|en}}. It will be on all wikis from {{#time:j xg|2023-08-17|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-lawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ladwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lbewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lezwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lfnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-liwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lijwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lmowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ltgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-maiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-map_bmswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mdfwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kywiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308136] <!-- TODO replace wiki codes --> '''Future changes''' * A few gadgets/user scripts which add icons to the Minerva skin need to have their CSS updated. There are more details available including a [[phab:T344067|search for all existing instances and how to update them]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 05:59, 15 August 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25428668 --> == Tech News: 2023-34 == <section begin="technews-2023-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/34|Translations]] are available. '''Recent changes''' * The [https://gdrive-to-commons.toolforge.org/ GDrive to Commons Uploader] tool is now available. It enables [[m:Special:MyLanguage/GDrive to Commons Uploader|securely selecting and uploading files]] from your Google Drive directly to Wikimedia Commons. [https://phabricator.wikimedia.org/T267868] * From now on, we will announce new Wikimedia wikis in Tech News, so you can update any tools or pages. ** Since the last edition, two new wikis have been created: *** a Wiktionary in [[d:Q7121294|Pa'O]] ([[wikt:blk:|<code>wikt:blk:</code>]]) [https://phabricator.wikimedia.org/T343540] *** a Wikisource in [[d:Q34002|Sundanese]] ([[s:su:|<code>s:su:</code>]]) [https://phabricator.wikimedia.org/T343539] ** To catch up, the next most recent six wikis are: *** Wikifunctions ([[f:|<code>f:</code>]]) [https://phabricator.wikimedia.org/T275945] *** a Wiktionary in [[d:Q2891049|Mandailing]] ([[wikt:btm:|<code>wikt:btm:</code>]]) [https://phabricator.wikimedia.org/T335216] *** a Wikipedia in [[d:Q5555465|Ghanaian Pidgin]] ([[w:gpe:|<code>w:gpe:</code>]]) [https://phabricator.wikimedia.org/T335969] *** a Wikinews in [[d:Q3111668|Gungbe]] ([[n:guw:|<code>n:guw:</code>]]) [https://phabricator.wikimedia.org/T334394] *** a Wiktionary in [[d:Q33522|Kabardian]] ([[wikt:kbd:|<code>wikt:kbd:</code>]]) [https://phabricator.wikimedia.org/T333266] *** a Wikipedia in [[d:Q35570|Fante]] ([[w:fat:|<code>w:fat:</code>]]) [https://phabricator.wikimedia.org/T335016] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-23|en}}. It will be on all wikis from {{#time:j xg|2023-08-24|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] There is an existing [[mw:Stable interface policy|stable interface policy]] for MediaWiki backend code. There is a [[mw:User:Jdlrobson/Stable interface policy/frontend|proposed stable interface policy for frontend code]]. This is relevant for anyone who works on gadgets or Wikimedia frontend code. You can read it, discuss it, and let the proposer know if there are any problems. [https://phabricator.wikimedia.org/T344079] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W34"/> 15:25, 21 August 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25497111 --> == Tech News: 2023-35 == <section begin="technews-2023-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/35|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Community Wishlist Survey 2022/Better diff handling of paragraph splits|better diff handling of paragraph splits]], improved detection of splits is being rolled out. Over the last two weeks, we deployed this support to [[wikitech:Deployments/Train#Groups|group0]] and group1 wikis. This week it will be deployed to group2 wikis. [https://phabricator.wikimedia.org/T341754] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] All [[{{#special:Contributions}}]] pages now show the user's local edit count and the account's creation date. [https://phabricator.wikimedia.org/T324166] * Wikisource users can now use the <bdi lang="zxx" dir="ltr"><code>prpbengalicurrency</code></bdi> label to denote Bengali currency characters as page numbers inside the <bdi lang="zxx" dir="ltr"><code><nowiki><pagelist></nowiki></code></bdi> tag. [https://phabricator.wikimedia.org/T268932] * Two preferences have been relocated. The preference "{{int:visualeditor-preference-visualeditor}}" is now shown on the [[Special:Preferences#mw-prefsection-editing|"{{int:prefs-editing}}" tab]] at all wikis. Previously it was shown on the "{{int:prefs-betafeatures}}" tab at some wikis. The preference "{{int:visualeditor-preference-newwikitexteditor-enable}}" is now also shown on the "{{int:prefs-editing}}" tab at all wikis, instead of the "{{int:prefs-betafeatures}}" tab. [https://phabricator.wikimedia.org/T335056][https://phabricator.wikimedia.org/T344158] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-30|en}}. It will be on all wikis from {{#time:j xg|2023-08-31|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] New signups for a Wikimedia developer account will start being pushed towards <bdi lang="en" dir="ltr">[https://idm.wikimedia.org/ idm.wikimedia.org]</bdi>, rather than going via Wikitech. [[wikitech:IDM|Further information about the new system is available]]. * All right-to-left language wikis, plus Korean, Armenian, Ukrainian, Russian, and Bulgarian Wikipedias, will have a link in the sidebar that provides a short URL of that page, using the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]]. This feature will come to more wikis in future weeks. [https://phabricator.wikimedia.org/T267921] '''Future changes''' * The removal of the [[mw:Special:MyLanguage/Extension:DoubleWiki|DoubleWiki extension]] is being discussed. This extension currently allows Wikisource users to view articles from multiple language versions side by side when the <bdi lang="zxx" dir="ltr"><code><=></code></bdi> symbol next to a specific language edition is selected. Comments on this are welcomed at [[phab:T344544|the phabricator task]]. * A proposal has been made to merge the second hidden-categories list (which appears below the wikitext editing form) with the main list of categories (which is further down the page). [[phab:T340606|More information is available on Phabricator]]; feedback is welcome! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:00, 28 August 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25510866 --> == Tech News: 2023-36 == <section begin="technews-2023-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/36|Translations]] are available. '''Recent changes''' * [[m:Wikisource_EditInSequence|EditInSequence]], a feature that allows users to edit pages faster on Wikisource has been moved to a Beta Feature based on community feedback. To enable it, you can navigate to the [[Special:Preferences#mw-prefsection-betafeatures|beta features tab in Preferences]]. [https://phabricator.wikimedia.org/T308098] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Generate Audio for IPA|Generate Audio for IPA]] and [[m:Community Wishlist Survey 2022/Multimedia and Commons/Audio links that play on click|Audio links that play on click]] wishlist proposals, the [[mw:Special:MyLanguage/Help:Extension:Phonos#Inline_audio_player_mode|inline audio player mode]] of [[mw:Extension:Phonos|Phonos]] has been deployed to all projects. [https://phabricator.wikimedia.org/T336763] * There is a new option for Administrators when they are changing the usergroups for a user, to add the user’s user page to their watchlist. This works both via [[{{#special:UserRights}}]] and via the API. [https://phabricator.wikimedia.org/T272294] * One new wiki has been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q34318|Talysh]] ([[w:tly:|<code>w:tly:</code>]]) [https://phabricator.wikimedia.org/T345166] '''Problems''' * The [[mw:Special:MyLanguage/Extension:LoginNotify|LoginNotify extension]] was not sending notifications since January. It has now been fixed, so going forward, you may see notifications for failed login attempts, and successful login attempts from a new device. [https://phabricator.wikimedia.org/T344785] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-06|en}}. It will be on all wikis from {{#time:j xg|2023-09-07|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-mhrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-miwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-minwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mtwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mwlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-myvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mznwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nahwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-napwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ndswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nds_nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-novwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nqowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nrmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nsowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ocwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-olowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-omwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-orwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-oswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pagwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-papwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pcdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pdcwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pflwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pihwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pmswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pnbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pntwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pswiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308137][https://phabricator.wikimedia.org/T308138] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:33, 4 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25566983 --> == Tech News: 2023-37 == <section begin="technews-2023-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/37|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/ORES|ORES]], the revision evaluation service, is now using a new open-source infrastructure on all wikis except for English Wikipedia and Wikidata. These two will follow this week. If you notice any unusual results from the Recent Changes filters that are related to ORES (for example, "{{int:ores-rcfilters-damaging-title}}" and "{{int:ores-rcfilters-goodfaith-title}}"), please [[mw:Talk:Machine Learning|report them]]. [https://phabricator.wikimedia.org/T342115] * When you are logged in on one Wikimedia wiki and visit a different Wikimedia wiki, the system tries to log you in there automatically. This has been unreliable for a long time. You can now visit the login page to make the system try extra hard. If you feel that made logging in better or worse than it used to be, your feedback is appreciated. [https://phabricator.wikimedia.org/T326281] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-13|en}}. It will be on all wikis from {{#time:j xg|2023-09-14|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Special:MyLanguage/Technical decision making|Technical Decision-Making Forum Retrospective]] team invites anyone involved in the technical field of Wikimedia projects to signup to and join [[mw:Technical decision making/Listening Sessions|one of their listening sessions]] on 13 September. Another date will be scheduled later. The goal is to improve the technical decision-making processes. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Better diff handling of paragraph splits|Better diff handling of paragraph splits]] wishlist proposal, the inline switch widget in diff pages is being rolled out this week to all wikis. The inline switch will allow viewers to toggle between a unified inline or two-column diff wikitext format. [https://phabricator.wikimedia.org/T336716] '''Future changes''' * All wikis will be read-only for a few minutes on 20 September. [[m:Special:MyLanguage/Tech/Server switch|This is planned at 14:00 UTC.]] More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T345263] * The Enterprise API is launching a new feature called "[http://breakingnews-beta.enterprise.wikimedia.com/ breaking news]". Currently in BETA, this attempts to identify likely "newsworthy" topics as they are currently being written about in any Wikipedia. Your help is requested to improve the accuracy of its detection model, especially on smaller language editions, by recommending templates or identifiable editing patterns. See more information at [[mw:Special:MyLanguage/Wikimedia Enterprise/Breaking news|the documentation page]] on MediaWiki or [[m:Special:MyLanguage/Wikimedia Enterprise/FAQ#What is Breaking News|the FAQ]] on Meta. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:07, 11 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25589064 --> == Tech News: 2023-38 == <section begin="technews-2023-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/38|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki now has a [[mw:Stable interface policy/frontend|stable interface policy for frontend code]] that more clearly defines how we deprecate MediaWiki code and wiki-based code (e.g. gadgets and user scripts). Thank you to everyone who contributed to the content and discussions. [https://phabricator.wikimedia.org/T346467][https://phabricator.wikimedia.org/T344079] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-20|en}}. It will be on all wikis from {{#time:j xg|2023-09-21|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * All wikis will be read-only for a few minutes on September 20. [[m:Special:MyLanguage/Tech/Server switch|This is planned at 14:00 UTC.]] [https://phabricator.wikimedia.org/T345263] * All wikis will have a link in the sidebar that provides a short URL of that page, using the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]]. [https://phabricator.wikimedia.org/T267921] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The team investigating the Graph Extension posted [[mw:Extension:Graph/Plans#Proposal|a proposal for reenabling it]] and they need your input. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:19, 18 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25623533 --> == Tech News: 2023-39 == <section begin="technews-2023-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/39|Translations]] are available. '''Recent changes''' * The Vector 2022 skin will now remember the pinned/unpinned status for the Table of Contents for all logged-out users. [https://phabricator.wikimedia.org/T316060] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-27|en}}. It will be on all wikis from {{#time:j xg|2023-09-28|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.ui</nowiki></code></bdi> modules are now deprecated as part of the move to Vue.js and Codex. There is a [[mw:Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. More [[phab:T346468|details are available in the task]] and your questions are welcome there. * Gadget definitions will have a [[mw:Special:MyLanguage/Extension:Gadgets#Options|new "namespaces" option]]. The option takes a list of namespace IDs. Gadgets that use this option will only load on pages in the given namespaces. '''Future changes''' * New variables will be added to [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]]: <code><bdi lang="zxx" dir="ltr">global_account_groups</bdi></code> and <code><bdi lang="zxx" dir="ltr">global_account_editcount</bdi></code>. They are available only when an account is being created. You can use them to prevent blocking automatic creation of accounts when users with many edits elsewhere visit your wiki for the first time. [https://phabricator.wikimedia.org/T345632][https://www.mediawiki.org/wiki/Special:MyLanguage/Extension:AbuseFilter/Rules_format] '''Meetings''' * You can join the next meeting with the Wikipedia mobile apps teams. During the meeting, we will discuss the current features and future roadmap. The meeting will be on [https://zonestamp.toolforge.org/1698426015 27 October at 17:00 (UTC)]. See [[mw:Special:MyLanguage/Wikimedia_Apps/Office_Hours#October_2023|details and how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:51, 26 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25655264 --> == Tech News: 2023-40 == <section begin="technews-2023-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/40|Translations]] are available. '''Recent changes''' * There is a new [[Special:Preferences#mw-prefsection-rendering-advancedrendering|user preference]] for "{{int:tog-forcesafemode}}". This setting will make pages load without including any on-wiki JavaScript or on-wiki stylesheet pages. It can be useful for debugging broken JavaScript gadgets. [https://phabricator.wikimedia.org/T342347] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadget definitions now have a [[mw:Special:MyLanguage/Extension:Gadgets#Options|new "<var>contentModels</var>" option]]. The option takes a list of page content models, like <code><bdi lang="zxx" dir="ltr">wikitext</bdi></code> or <code><bdi lang="zxx" dir="ltr">css</bdi></code>. Gadgets that use this option will only load on pages with the given content models. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.29|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-04|en}}. It will be on all wikis from {{#time:j xg|2023-10-05|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Vector 2022 skin will no longer use the custom styles and scripts of Vector legacy (2010). The change will be made later this year or in early 2024. See [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Loading Vector 2010 scripts|how to adjust the CSS and JS pages on your wiki]]. [https://phabricator.wikimedia.org/T331679] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:26, 3 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25686930 --> == Tech News: 2023-41 == <section begin="technews-2023-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/41|Translations]] are available. '''Recent changes''' * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q33291|Fon]] ([[w:fon:|<code>w:fon:</code>]]) [https://phabricator.wikimedia.org/T347935] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.30|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-11|en}}. It will be on all wikis from {{#time:j xg|2023-10-12|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-swwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-wawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-warwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-wowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xalwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xmfwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-yiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-yowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zeawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zh_min_nanwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zuwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308139] * At some wikis, newcomers are suggested images from Commons to add to articles without any images. Starting on Tuesday, newcomers at these wikis will be able to add images to unillustrated article sections. The specific wikis are listed under "Images recommendations" [[mw:Special:MyLanguage/Growth/Deployment table|at the Growth team deployment table]]. You can [[mw:Special:MyLanguage/Help:Growth/Tools/Add an image|learn more about this feature.]] [https://phabricator.wikimedia.org/T345940] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] In the mobile web skin (Minerva) the CSS ID <bdi lang="zxx" dir="ltr"><code><nowiki>#page-actions</nowiki></code></bdi> will be replaced with <bdi lang="zxx" dir="ltr"><code><nowiki>#p-views</nowiki></code></bdi>. This change is to make it consistent with other skins and to improve support for gadgets and extensions in the mobile skin. A few gadgets may need to be updated; there are [https://phabricator.wikimedia.org/T348267 details and search-links in the task]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:39, 9 October 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25712895 --> == Tech News: 2023-42 == <section begin="technews-2023-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/42|Translations]] are available. '''Recent changes''' * The [[m:Special:MyLanguage/Help:Unified login|Unified login]] system's edge login should now be fixed for some browsers (Chrome, Edge, Opera). This means that if you visit a new sister project wiki, you should be logged in automatically without the need to click "Log in" or reload the page. Feedback on whether it's working for you is welcome. [https://phabricator.wikimedia.org/T347889] * [[mw:Special:MyLanguage/Manual:Interface/Edit_notice|Edit notices]] are now available within the MobileFrontend/Minerva skin. This feature was inspired by [[w:en:Wikipedia:EditNoticesOnMobile|the gadget on English Wikipedia]]. See more details in [[phab:T316178|T316178]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-18|en}}. It will be on all wikis from {{#time:j xg|2023-10-19|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * In 3 weeks, in the Vector 2022 skin, code related to <bdi lang="zxx" dir="ltr"><code><nowiki>addPortletLink</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>#p-namespaces</nowiki></code></bdi> that was deprecated one year ago will be removed. If you notice tools that should appear next to the "Discussion" tab are then missing, please tell the gadget's maintainers to see [[phab:T347907|instructions in the Phabricator task]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:47, 16 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25745824 --> == Tech News: 2023-43 == <section begin="technews-2023-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/43|Translations]] are available. '''Recent changes''' * There is a new [[mw:Special:MyLanguage/Wikimedia Language engineering/Newsletter/2023/October|Language and internationalization newsletter]], written quarterly. It contains updates on new feature development, improvements in various language-related technical projects, and related support work. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Source map support has been enabled on all wikis. When you open the debugger in your browser's developer tools, you should be able to see the unminified JavaScript source code. [https://phabricator.wikimedia.org/T47514] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-25|en}}. It will be on all wikis from {{#time:j xg|2023-10-26|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:16, 23 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25782286 --> == Tech News: 2023-44 == <section begin="technews-2023-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/44|Translations]] are available. '''Recent changes''' * The Structured Content team, as part of its project of [[:commons:Commons:WMF support for Commons/Upload Wizard Improvements|improving UploadWizard on Commons]], made some UX improvements to the upload step of choosing own vs not own work ([[phab:T347590|T347590]]), as well as to the licensing step for own work ([[phab:T347756|T347756]]). * The Design Systems team has released version 1.0.0 of [[wmdoc:codex/latest/|Codex]], the new design system for Wikimedia. See the [[mw:Special:MyLanguage/Design_Systems_Team/Announcing_Codex_1.0|full announcement about the release of Codex 1.0.0]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-01|en}}. It will be on all wikis from {{#time:j xg|2023-11-02|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). * Listings on category pages are sorted on each wiki for that language using a [[:w:en:International Components for Unicode|library]]. For a brief period on 2 November, changes to categories will not be sorted correctly for many languages. This is because the developers are upgrading to a new version of the library. They will then use a script to fix the existing categories. This will take a few hours or a few days depending on how big the wiki is. You can [[mw:Special:MyLanguage/Wikimedia Technical Operations/ICU announcement|read more]]. [https://phabricator.wikimedia.org/T345561][https://phabricator.wikimedia.org/T267145] * Starting November 1, the impact module (Special:Impact) will be upgraded by the Growth team. The new impact module shows newcomers more data regarding their impact on the wiki. It was tested by a few wikis during the last few months. [https://phabricator.wikimedia.org/T336203] '''Future changes''' * There is [[mw:Special:MyLanguage/Extension:Graph/Plans#Roadmap|a proposed plan]] for re-enabling the Graph Extension. You can help by reviewing this proposal and [[mw:Extension_talk:Graph/Plans#c-PPelberg_(WMF)-20231020221600-Update:_20_October|sharing what you think about it]]. * The WMF is working on making it possible for administrators to [[mw:Special:MyLanguage/Community_configuration_2.0|edit MediaWiki configuration directly]]. This is similar to previous work on Special:EditGrowthConfig. [[phab:T349757|A technical RfC is running until November 08, where you can provide feedback.]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 30 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25801989 --> == Tech News: 2023-45 == <section begin="technews-2023-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/45|Translations]] are available. '''Recent changes''' * In the Vector 2022 skin, the default font-size of a number of navigational elements (tagline, tools menu, navigational links, and more) has been increased slightly to match the font size used in page content. [https://phabricator.wikimedia.org/T346062] '''Problems''' * Last week, there was a problem displaying some recent edits on [https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist a few wikis], for 1-6 hours. The edits were saved but not immediately shown. This was due to a database problem. [https://phabricator.wikimedia.org/T350443] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-08|en}}. It will be on all wikis from {{#time:j xg|2023-11-09|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). * The Growth team will reassign newcomers from former mentors to [[mw:Special:MyLanguage/Growth/Structured mentor list|the currently active mentors]]. They have also changed the notification language to be more user-friendly. [https://phabricator.wikimedia.org/T330071][https://phabricator.wikimedia.org/T327493] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:05, 6 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25838105 --> == Tech News: 2023-46 == <section begin="technews-2023-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/46|Translations]] are available. '''Recent changes''' * Four new wikis have been created: ** a Wikipedia in [[d:Q7598268|Moroccan Amazigh]] ([[w:zgh:|<code>w:zgh:</code>]]) [https://phabricator.wikimedia.org/T350216] ** a Wikipedia in [[d:Q35159|Dagaare]] ([[w:dga:|<code>w:dga:</code>]]) [https://phabricator.wikimedia.org/T350218] ** a Wikipedia in [[d:Q33017|Toba Batak]] ([[w:bbc:|<code>w:bbc:</code>]]) [https://phabricator.wikimedia.org/T350320] ** a Wikiquote in [[d:Q33151|Banjar]] ([[q:bjn:|<code>q:bjn:</code>]]) [https://phabricator.wikimedia.org/T350217] '''Problems''' * Last week, users who previously visited Meta-Wiki or Wikimedia Commons and then became logged out on those wikis could not log in again. The problem is now resolved. [https://phabricator.wikimedia.org/T350695] * Last week, some pop-up dialogs and menus were shown with the wrong font size. The problem is now resolved. [https://phabricator.wikimedia.org/T350544] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-15|en}}. It will be on all wikis from {{#time:j xg|2023-11-16|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). '''Future changes''' * Reference Previews are coming to many wikis as a default feature. They are popups for references, similar to the [[mw:Special:MyLanguage/Page Previews|PagePreviews feature]]. [[m:WMDE Technical Wishes/ReferencePreviews#Opt-out feature|You can opt out]] of seeing them. If you are [[Special:Preferences#mw-prefsection-gadgets|using the gadgets]] Reference Tooltips or Navigation Popups, you won’t see Reference Previews. [[phab:T282999|Deployment]] is planned for November 22, 2023. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Canary (also known as heartbeat) events will be produced into [https://stream.wikimedia.org/?doc#/streams Wikimedia event streams] from December 11. Streams users are advised to filter out these events, by discarding all events where <bdi lang="zxx" dir="ltr"><code><nowiki>meta.domain == "canary"</nowiki></code></bdi>. Updates to [[mw:Special:MyLanguage/Manual:Pywikibot|Pywikibot]] or [https://github.com/ChlodAlejandro/wikimedia-streams wikimedia-streams] will discard these events by default. [https://phabricator.wikimedia.org/T266798] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:52, 13 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25859263 --> == Tech News: 2023-47 == <section begin="technews-2023-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/47|Translations]] are available. '''Changes later this week''' * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-quwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rmywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-roa_rupwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-roa_tarawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ruewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rwwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sahwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-satwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-shwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-siwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-skwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-slwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-smwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sqwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-srwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-srnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-stwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-stqwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-suwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-szlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tcywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tetwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-thwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-towiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tpiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ttwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-twwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tyvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-udmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ugwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-uzwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vecwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vepwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vlswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vowiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308141][https://phabricator.wikimedia.org/T308142][https://phabricator.wikimedia.org/T308143] * The Vector 2022 skin will have some minor visual changes to drop-down menus, column widths, and more. These changes were added to four Wikipedias last week. If no issues are found, these changes will proceed to all wikis this week. These changes will make it possible to add new menus for readability and dark mode. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Updates#November_2023:_Visual_changes,_more_deployments,_and_shifting_focus|Learn more]]. [https://phabricator.wikimedia.org/T347711] '''Future changes''' * There is [[mw:Extension talk:Graph/Plans#Update: 15 November|an update on re-enabling the Graph Extension]]. To speed up the process, Vega 2 will not be supported and only [https://phabricator.wikimedia.org/T335325 some protocols] will be available at launch. You can help by sharing what you think about the plan. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:55, 21 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25884616 --> == Tech News: 2023-48 == <section begin="technews-2023-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/48|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-29|en}}. It will be on all wikis from {{#time:j xg|2023-11-30|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). There is no new MediaWiki version next week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki's JavaScript system will now allow <bdi lang="zxx" dir="ltr"><code>async</code>/<code>await</code></bdi> syntax in gadgets and user scripts. Gadget authors should remember that users' browsers may not support it, so it should be used appropriately. [https://phabricator.wikimedia.org/T343499] * The deployment of "[[mw:Special:MyLanguage/Help:Growth/Tools/Add_a_link|Add a link]]" announced [[m:Special:MyLanguage/Tech/News/2023/47|last week]] was postponed. It will resume this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:08, 27 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25906379 --> == Tech News: 2023-49 == <section begin="technews-2023-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/49|Translations]] are available. '''Recent changes''' * The spacing between paragraphs on Vector 2022 has been changed from 7px to 14px to match the size of the text. This will make it easier to distinguish paragraphs from sentences. [https://phabricator.wikimedia.org/T351754] * The "{{int:Visualeditor-dialog-meta-categories-defaultsort-label}}" feature in VisualEditor is working again. You no longer need to switch to source editing to edit <bdi lang="zxx" dir="ltr"><code><nowiki>{{DEFAULTSORT:...}}</nowiki></code></bdi> keywords. [https://phabricator.wikimedia.org/T337398] '''Changes later this week''' * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * On 6 December, people who have the enabled the preference for "{{int:Discussiontools-preference-visualenhancements}}" will notice the [[mw:Special:MyLanguage/Talk pages project/Usability|talk page usability improvements]] appear on pages that include the <bdi lang="zxx" dir="ltr"><code><nowiki>__NEWSECTIONLINK__</nowiki></code></bdi> magic word. If you notice any issues, please [[phab:T352232|share them with the team on Phabricator]]. '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Toolforge [[wikitech:News/Toolforge Grid Engine deprecation|Grid Engine shutdown process]] will start on December 14. Maintainers of [[toolforge:grid-deprecation|tools that still use this old system]] should plan to migrate to Kubernetes, or tell the team your plans on Phabricator in the task about your tool, before that date. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/VIWWQKMSQO2ED3TVUR7KPPWRTOBYBVOA/] * Communities using [[mw:Special:MyLanguage/Structured_Discussions|Structured Discussions]] are being contacted regarding [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|the upcoming deprecation of Structured Discussions]]. You can read more about this project, and share your comments, [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|on the project's page]]. '''Events''' * Registration & Scholarship applications are now open for the [[mw:Special:MyLanguage/Wikimedia Hackathon 2024|Wikimedia Hackathon 2024]] that will take place from 3–5 May in Tallinn, Estonia. Scholarship applications are open until 5 January 2024. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:50, 4 December 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25914435 --> == Tech News: 2023-50 == <section begin="technews-2023-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/50|Translations]] are available. '''Recent changes''' * On Wikimedia Commons, there are some minor user-interface improvements for the "choosing own vs not own work" step in the UploadWizard. This is part of the Structured Content team's project of [[:commons:Commons:WMF support for Commons/Upload Wizard Improvements|improving UploadWizard on Commons]]. [https://phabricator.wikimedia.org/T352707][https://phabricator.wikimedia.org/T352709] '''Problems''' * There was a problem showing the [[mw:Special:MyLanguage/Growth/Personalized first day/Newcomer homepage|Newcomer homepage]] feature with the "impact module" and their page-view graphs, for a few days in early December. This has now been fixed. [https://phabricator.wikimedia.org/T352352][https://phabricator.wikimedia.org/T352349] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-12-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-12-13|en}}. It will be on all wikis from {{#time:j xg|2023-12-14|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=]] The [https://wikimediafoundation.limesurvey.net/796964 2023 Developer Satisfaction Survey] is seeking the opinions of the Wikimedia developer community. Please take the survey if you have any role in developing software for the Wikimedia ecosystem. The survey is open until 5 January 2024, and has an associated [[foundation:Legal:December_2023_Developer_Satisfaction_Survey|privacy statement]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:12, 12 December 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25945501 --> == Tech News: 2023-51 == <section begin="technews-2023-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/51|Translations]] are available. '''Tech News''' * The next issue of Tech News will be sent out on 8 January 2024 because of [[w:en:Christmas and holiday season|the holidays]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-12-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-12-20|en}}. It will be on all wikis from {{#time:j xg|2023-12-21|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). There is no new MediaWiki version next week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting December 18, it won't be possible to activate Structured Discussions on a user's own talk page using the Beta feature. The Beta feature option remains available for users who want to deactivate Structured Discussions. This is part of [[mw:Structured Discussions/Deprecation|Structured Discussions' deprecation work]]. [https://phabricator.wikimedia.org/T248309] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] There will be full support for redirects in the Module namespace. The "Move Page" feature will leave an appropriate redirect behind, and such redirects will be appropriately recognized by the software (e.g. hidden from [[{{#special:UnconnectedPages}}]]). There will also be support for [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#Renaming or moving modules|manual redirects]]. [https://phabricator.wikimedia.org/T120794] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The MediaWiki JavaScript documentation is moving to a new format. During the move, you can read the old docs using [https://doc.wikimedia.org/mediawiki-core/REL1_41/js/ version 1.41]. Feedback about [https://doc.wikimedia.org/mediawiki-core/master/js/ the new site] is welcome on the [[mw:Talk:JSDoc_WMF_theme|project talk page]]. * The Wishathon is a new initiative that encourages collaboration across the Wikimedia community to develop solutions for wishes collected through the [[m:Special:MyLanguage/Community Wishlist Survey|Community Wishlist Survey]]. The first community Wishathon will take place from 15–17 March. If you are interested in a project proposal as a user, developer, designer, or product lead, you can [[m:Special:MyLanguage/Event:WishathonMarch2024|register for the event and read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:17, 18 December 2023 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25959059 --> == Tech News: 2024-02 == <section begin="technews-2024-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/02|Translations]] are available. '''Recent changes''' * [https://mediawiki2latex.wmflabs.org/ mediawiki2latex] is a tool that converts wiki content into the formats of LaTeX, PDF, ODT, and EPUB. The code now runs many times faster due to recent improvements. There is also an optional Docker container you can [[b:de:Benutzer:Dirk_Hünniger/wb2pdf/install#Using_Docker|install]] on your local machine. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The way that Random pages are selected has been updated. This will slowly reduce the problem of some pages having a lower chance of appearing. [https://phabricator.wikimedia.org/T309477] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-10|en}}. It will be on all wikis from {{#time:j xg|2024-01-11|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W02"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:19, 9 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26026251 --> == Tech News: 2024-03 == <section begin="technews-2024-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/03|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Pages that use the JSON [[mw:Special:MyLanguage/Manual:ContentHandler|contentmodel]] will now use tabs instead of spaces for auto-indentation. This will significantly reduce the page size. [https://phabricator.wikimedia.org/T326065] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and personal user scripts may now use JavaScript syntax introduced in ES6 (also known as "ES2015") and ES7 ("ES2016"). MediaWiki validates the source code to protect other site functionality from syntax errors, and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browsers|supported browsers]]. Previously, Gadgets could use the <bdi lang="zxx" dir="ltr"><code><nowiki>requiresES6</nowiki></code></bdi> option. This option is no longer needed and will be removed in the future. [https://phabricator.wikimedia.org/T75714] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Manual:Bot passwords|Bot passwords]] and [[mw:Special:MyLanguage/OAuth/Owner-only consumers|owner-only OAuth consumers]] can now be restricted to allow editing only specific pages. [https://phabricator.wikimedia.org/T349957] * You can now [[mw:Special:MyLanguage/Extension:Thanks|thank]] edits made by bots. [https://phabricator.wikimedia.org/T341388] * An update on the status of the Community Wishlist Survey for 2024 [[m:Special:MyLanguage/Community Wishlist Survey/Future Of The Wishlist/January 4, 2024 Update|has been published]]. Please read and give your feedback. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-17|en}}. It will be on all wikis from {{#time:j xg|2024-01-18|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting on January 17, it will not be possible to login to Wikimedia wikis from some specific old versions of the Chrome browser (versions 51–66, released between 2016 and 2018). Additionally, users of iOS 12, or Safari on Mac OS 10.14, may need to login to each wiki separately. [https://phabricator.wikimedia.org/T344791] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> module was deprecated and replaced with the <bdi lang="zxx" dir="ltr"><code>mediawiki.cookie</code></bdi> module last year. A script has now been run to replace any remaining uses, and this week the temporary alias will be removed. [https://phabricator.wikimedia.org/T354966] '''Future changes''' * Wikimedia Deutschland is working to [[m:WMDE Technical Wishes/Reusing references|make reusing references easier]]. They are looking for people who are interested in participating in [https://wikimedia.sslsurvey.de/User-research-into-Reusing-References-Sign-up-Form-2024/en/ individual video calls for user research in January and February]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:13, 16 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26074460 --> == Tech News: 2024-04 == <section begin="technews-2024-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/04|Translations]] are available. '''Problems''' * A bug in UploadWizard prevented linking to the userpage of the uploader when uploading. It has now been fixed. [https://phabricator.wikimedia.org/T354529] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-24|en}}. It will be on all wikis from {{#time:j xg|2024-01-25|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:03, 23 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26096197 --> == Tech News: 2024-05 == <section begin="technews-2024-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/05|Translations]] are available. '''Recent changes''' * Starting Monday January 29, all talk pages messages' timestamps will become a link. This link is a permanent link to the comment. It allows users to find the comment they are looking for, even if this comment was moved elsewhere. This will affect all wikis except for the English Wikipedia. You can read more about this change [https://diff.wikimedia.org/2024/01/29/talk-page-permalinks-dont-lose-your-threads/ on Diff] or [[mw:Special:MyLanguage/Help:DiscussionTools#Talk_pages_permalinking|on Mediawiki.org]].<!-- The Diff post will be published on Monday morning UTC--> [https://phabricator.wikimedia.org/T302011] * There are some improvements to the CAPTCHA to make it harder for spam bots and scripts to bypass it. If you have feedback on this change, please comment on [[phab:T141490|the task]]. Staff are monitoring metrics related to the CAPTCHA, as well as secondary metrics such as account creations and edit counts. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-31|en}}. It will be on all wikis from {{#time:j xg|2024-02-01|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] On February 1, a link will be added to the "Tools" menu to download a [[w:en:QR code|QR code]] that links to the page you are viewing. There will also be a new [[{{#special:QrCode}}]] page to create QR codes for any Wikimedia URL. This addresses the [[m:Community Wishlist Survey 2023/Mobile and apps/Add ability to share QR code for a page in any Wikimedia project|#19 most-voted wish]] from the [[m:Community Wishlist Survey 2023/Results|2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T329973] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] which only work in some skins have sometimes used the <bdi lang="zxx" dir="ltr"><code>targets</code></bdi> option to limit where you can use them. This will stop working this week. You should use the <bdi lang="zxx" dir="ltr"><code>skins</code></bdi> option instead. [https://phabricator.wikimedia.org/T328497] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 29 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26137870 --> == Tech News: 2024-06 == <section begin="technews-2024-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/06|Translations]] are available. '''Recent changes''' *The mobile site history pages now use the same HTML as the desktop history pages. If you hear of any problems relating to mobile history usage please point them to [[phab:T353388|the phabricator task]]. *On most wikis, admins can now block users from making specific actions. These actions are: uploading files, creating new pages, moving (renaming) pages, and sending thanks. The goal of this feature is to allow admins to apply blocks that are adequate to the blocked users' activity. [[m:Special:MyLanguage/Community health initiative/Partial blocks#action-blocks|Learn more about "action blocks"]]. [https://phabricator.wikimedia.org/T242541][https://phabricator.wikimedia.org/T280531] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-07|en}}. It will be on all wikis from {{#time:j xg|2024-02-08|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Talk pages permalinks that included diacritics and non-Latin script were malfunctioning. This issue is fixed. [https://phabricator.wikimedia.org/T356199] '''Future changes''' * [[m:WMDE Technical Wishes/ReferencePreviews#24WPs|24 Wikipedias]] with [[mw:Special:MyLanguage/Reference_Tooltips|Reference Tooltips]] as a default gadget are encouraged to remove that default flag. This would make [[mw:Special:MyLanguage/Help:Reference_Previews|Reference Previews]] the new default for reference popups, leading to a more consistent experience across wikis. For [[m:WMDE Technical Wishes/ReferencePreviews#46WPs|46 Wikipedias]] with less than 4 interface admins, the change is already scheduled for mid-February, [[m:Talk:WMDE Technical Wishes/ReferencePreviews#Reference Previews to become the default for previewing references on more wikis.|unless there are concerns]]. The older Reference Tooltips gadget will still remain usable and will override this feature, if it is available on your wiki and you have enabled it in your settings. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/ReferencePreviews#Reference_Previews_to_become_the_default_for_previewing_references_on_more_wikis][https://phabricator.wikimedia.org/T355312] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:22, 5 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26180971 --> == Tech News: 2024-07 == <section begin="technews-2024-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/07|Translations]] are available. '''Recent changes''' * The [[d:Wikidata:SPARQL query service/WDQS graph split|WDQS Graph Split experiment]] is working and loaded onto 3 test servers. The team in charge is testing the split's impact and requires feedback from WDQS users through the UI or programmatically in different channels. [https://www.wikidata.org/wiki/Wikidata_talk:SPARQL_query_service/WDQS_graph_split][https://phabricator.wikimedia.org/T356773][https://www.wikidata.org/wiki/User:Sannita_(WMF)] Users' feedback will validate the impact of various use cases and workflows around the Wikidata Query service. [https://www.wikidata.org/wiki/Wikidata:SPARQL_query_service/WDQS_backend_update/October_2023_scaling_update][https://www.mediawiki.org/wiki/Wikidata_Query_Service/User_Manual#Federation] '''Problems''' *There was a bug that affected the appearance of visited links when using mobile device to access wiki sites. It made the links appear black; [[phab:T356928|this issue]] is fixed. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-14|en}}. It will be on all wikis from {{#time:j xg|2024-02-15|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] As work continues on the grid engine deprecation,[https://wikitech.wikimedia.org/wiki/News/Toolforge_Grid_Engine_deprecation] tools on the grid engine will be stopped starting on February 14th, 2024. If you have tools actively migrating you can ask for an extension so they are not stopped. [https://wikitech.wikimedia.org/wiki/Portal:Toolforge/About_Toolforge#Communication_and_support] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 05:48, 13 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26223994 --> == Tech News: 2024-08 == <section begin="technews-2024-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/08|Translations]] are available. '''Recent changes''' * If you have the "{{int:Tog-enotifwatchlistpages}}" option enabled, edits by bot accounts no longer trigger notification emails. Previously, only minor edits would not trigger the notification emails. [https://phabricator.wikimedia.org/T356984] * There are changes to how user and site scripts load for [[mw:Special:MyLanguage/Skin:Vector/2022| Vector 2022]] on specific wikis. The changes impacted the following Wikis: all projects with [[mw:Special:MyLanguage/Skin:Vector|Vector legacy]] as the default skin, Wikivoyage, and Wikibooks. Other wikis will be affected over the course of the next three months. Gadgets are not impacted. If you have been affected or want to minimize the impact on your project, see [[Phab:T357580| this ticket]]. Please coordinate and take action proactively. *Newly auto-created accounts (the accounts you get when you visit a new wiki) now have the same local notification preferences as users who freshly register on that wiki. It is effected in four notification types listed in the [[phab:T353225|task's description]]. *The maximum file size when using [[c:Special:MyLanguage/Commons:Upload_Wizard|Upload Wizard]] is now 5 GiB. [https://phabricator.wikimedia.org/T191804] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-21|en}}. It will be on all wikis from {{#time:j xg|2024-02-22|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Selected tools on the grid engine have been [[wikitech:News/Toolforge_Grid_Engine_deprecation|stopped]] as we prepare to shut down the grid on March 14th, 2024. The tool's code and data have not been deleted. If you are a maintainer and you want your tool re-enabled reach out to the [[wikitech:Portal:Toolforge/About_Toolforge#Communication_and_support|team]]. Only tools that have asked for extension are still running on the grid. * The CSS <bdi lang="zxx" dir="ltr"><code>[https://developer.mozilla.org/en-US/docs/Web/CSS/filter filter]</code></bdi> property can now be used in HTML <bdi lang="zxx" dir="ltr"><code>style</code></bdi> attributes in wikitext. [https://phabricator.wikimedia.org/T308160] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:36, 19 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26254282 --> == Tech News: 2024-09 == <section begin="technews-2024-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/09|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/VisualEditor_on_mobile|mobile visual editor]] is now the default editor for users who never edited before, at a small group of wikis. [[mw:Special:MyLanguage/VisualEditor_on_mobile/VE_mobile_default#A/B_test_results| Research ]] shows that users using this editor are slightly more successful publishing the edits they started, and slightly less successful publishing non-reverted edits. Users who defined the wikitext editor as their default on desktop will get the wikitext editor on mobile for their first edit on mobile as well. [https://phabricator.wikimedia.org/T352127] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Special:MyLanguage/ResourceLoader/Core modules#mw.config|mw.config]] value <code>wgGlobalGroups</code> now only contains groups that are active in the wiki. Scripts no longer have to check whether the group is active on the wiki via an API request. A code example of the above is: <bdi lang="zxx" dir="ltr"><code>if (/globalgroupname/.test(mw.config.get("wgGlobalGroups")))</code></bdi>. [https://phabricator.wikimedia.org/T356008] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-28|en}}. It will be on all wikis from {{#time:j xg|2024-02-29|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * The right to change [[mw:Special:MyLanguage/Manual:Tags|edit tags]] (<bdi lang="zxx" dir="ltr"><code>changetags</code></bdi>) will be removed from users in Wikimedia sites, keeping it by default for admins and bots only. Your community can ask to retain the old configuration on your wiki before this change happens. Please indicate in [[phab:T355639|this ticket]] to keep it for your community before the end of March 2024. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:23, 26 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26294125 --> == Tech News: 2024-10 == <section begin="technews-2024-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/10|Translations]] are available. '''Recent changes''' * The <bdi lang="zxx" dir="ltr"><code>Special:Book</code></bdi> page (as well as the associated "Create a book" functionality) provided by the old [[mw:Special:MyLanguage/Extension:Collection|Collection extension]] has been removed from all Wikisource wikis, as it was broken. This does not affect the ability to download normal books, which is provided by the [[mw:Special:MyLanguage/Extension:Wikisource|Wikisource extension]]. [https://phabricator.wikimedia.org/T358437] * [[m:Wikitech|Wikitech]] now uses the next-generation [[mw:Special:MyLanguage/Parsoid|Parsoid]] wikitext parser by default to generate all pages in the Talk namespace. Report any problems on the [[mw:Talk:Parsoid/Parser_Unification/Known_Issues|Known Issues discussion page]]. You can use the [[mw:Special:MyLanguage/Extension:ParserMigration|ParserMigration]] extension to control the use of Parsoid; see the [[mw:Special:MyLanguage/Help:Extension:ParserMigration|ParserMigration help documentation]] for more details. * Maintenance on [https://etherpad.wikimedia.org etherpad] is completed. If you encounter any issues, please indicate in [[phab:T316421|this ticket]]. * [[File:Octicons-tools.svg|12px|link=|alt=| Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] allow interface admins to create custom features with CSS and JavaScript. The <bdi lang="zxx" dir="ltr"><code>Gadget</code></bdi> and <bdi lang="zxx" dir="ltr"><code>Gadget_definition</code></bdi> namespaces and <bdi lang="zxx" dir="ltr"><code>gadgets-definition-edit</code></bdi> user right were reserved for an experiment in 2015, but were never used. These were visible on Special:Search and Special:ListGroupRights. The unused namespaces and user rights are now removed. No pages are moved, and no changes need to be made. [https://phabricator.wikimedia.org/T31272] * A usability improvement to the "Add a citation" in Wikipedia workflow has been made, the insert button was moved to the popup header. [https://phabricator.wikimedia.org/T354847] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-06|en}}. It will be on all wikis from {{#time:j xg|2024-03-07|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * All wikis will be read-only for a few minutes on March 20. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T358233] * The HTML markup of headings and section edit links will be changed later this year to improve accessibility. See [[mw:Special:MyLanguage/Heading_HTML_changes|Heading HTML changes]] for details. The new markup will be the same as in the new Parsoid wikitext parser. You can test your gadget or stylesheet with the new markup if you add <bdi lang="zxx" dir="ltr"><code>?useparsoid=1</code></bdi> to your URL ([[mw:Special:MyLanguage/Help:Extension:ParserMigration#Selecting_a_parser_using_a_URL_query_string|more info]]) or turn on Parsoid read views in your user options ([[mw:Special:MyLanguage/Help:Extension:ParserMigration#Enabling_via_user_preference|more info]]). * '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:47, 4 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26329807 --> == Tech News: 2024-11 == <section begin="technews-2024-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/11|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-13|en}}. It will be on all wikis from {{#time:j xg|2024-03-14|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * After consulting with various communities, the line height of the text on the [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva skin]] will be increased to its previous value of 1.65. Different options for typography can also be set using the options in the menu, as needed. [https://phabricator.wikimedia.org/T358498] *The active link color in [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva]] will be changed to provide more consistency with our other platforms and best practices. [https://phabricator.wikimedia.org/T358516] * [[c:Special:MyLanguage/Commons:Structured data|Structured data on Commons]] will no longer ask whether you want to leave the page without saving. This will prevent the “information you’ve entered may not be saved” popups from appearing when no information have been entered. It will also make file pages on Commons load faster in certain cases. However, the popups will be hidden even if information has indeed been entered. If you accidentally close the page before saving the structured data you entered, that data will be lost. [https://phabricator.wikimedia.org/T312315] '''Future changes''' * All wikis will be read-only for a few minutes on March 20. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T358233][https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:04, 11 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26374013 --> == Tech News: 2024-12 == <section begin="technews-2024-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/12|Translations]] are available. '''Recent changes''' * The notice "Language links are at the top of the page" that appears in the [[mw:Special:MyLanguage/Skin:Vector/2022|Vector 2022 skin]] main menu has been removed now that users have learned the new location of the Language switcher. [https://phabricator.wikimedia.org/T353619] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/IP_Editing:_Privacy_Enhancement_and_Abuse_Mitigation/IP_Info_feature|IP info feature]] displays data from Spur, an IP addresses database. Previously, the only data source for this feature was MaxMind. Now, IP info is more useful for patrollers. [https://phabricator.wikimedia.org/T341395] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Toolforge Grid Engine services have been shut down after the final migration process from Grid Engine to Kubernetes. [https://wikitech.wikimedia.org/wiki/Obsolete:Toolforge/Grid][https://wikitech.wikimedia.org/wiki/News/Toolforge_Grid_Engine_deprecation][https://techblog.wikimedia.org/2022/03/14/toolforge-and-grid-engine/] * Communities can now customize the default reasons for undeleting a page by creating [[MediaWiki:Undelete-comment-dropdown]]. [https://phabricator.wikimedia.org/T326746] '''Problems''' * [[m:Special:MyLanguage/WMDE_Technical_Wishes/RevisionSlider|RevisionSlider]] is an interface to interactively browse a page's history. Users in [[mw:Special:MyLanguage/Extension:RevisionSlider/Developing_a_RTL-accessible_feature_in_MediaWiki_-_what_we%27ve_learned_while_creating_the_RevisionSlider|right-to-left]] languages reported RevisionSlider reacting wrong to mouse clicks. This should be fixed now. [https://phabricator.wikimedia.org/T352169] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-20|en}}. It will be on all wikis from {{#time:j xg|2024-03-21|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * All wikis will be read-only for a few minutes on March 20. This is planned at [https://zonestamp.toolforge.org/1710943200 14:00 UTC]. [https://phabricator.wikimedia.org/T358233][https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:39, 18 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26410165 --> == Tech News: 2024-13 == <section begin="technews-2024-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/13|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] An update was made on March 18th 2024 to how various projects load site, user JavaScript and CSS in [[mw:Special:MyLanguage/Skin:Vector/2022|Vector 2022 skin]]. A [[phab:T360384|checklist]] is provided for site admins to follow. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-27|en}}. It will be on all wikis from {{#time:j xg|2024-03-28|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:56, 25 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26446209 --> == Tech News: 2024-14 == <section begin="technews-2024-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/14|Translations]] are available. '''Recent changes''' * Users of the [[mw:Special:MyLanguage/Reading/Web/Accessibility_for_reading|reading accessibility]] beta feature will notice that the default line height for the standard and large text options has changed. [https://phabricator.wikimedia.org/T359030] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-03|en}}. It will be on all wikis from {{#time:j xg|2024-04-04|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * The Wikimedia Foundation has an annual plan. The annual plan decides what the Wikimedia Foundation will work on. You can now read [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2024-2025/Product & Technology OKRs#Draft Key Results|the draft key results]] for the Product and Technology department. They are suggestions for what results the Foundation wants from big technical changes from July 2024 to June 2025. You can [[m:Talk:Wikimedia Foundation Annual Plan/2024-2025/Product & Technology OKRs|comment on the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:36, 2 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26462933 --> == Tech News: 2024-15 == <section begin="technews-2024-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/15|Translations]] are available. '''Recent changes''' * Web browsers can use tools called [[:w:en:Browser extension|extensions]]. There is now a Chrome extension called [[m:Future Audiences/Experiment:Citation Needed|Citation Needed]] which you can use to see if an online statement is supported by a Wikipedia article. This is a small experiment to see if Wikipedia can be used this way. Because it is a small experiment, it can only be used in Chrome in English. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] A new [[mw:Special:MyLanguage/Help:Edit Recovery|Edit Recovery]] feature has been added to all wikis, available as a [[Special:Preferences#mw-prefsection-editing|user preference]]. Once you enable it, your in-progress edits will be stored in your web browser, and if you accidentally close an editing window or your browser or computer crashes, you will be prompted to recover the unpublished text. Please leave any feedback on the [[m:Special:MyLanguage/Talk:Community Wishlist Survey 2023/Edit-recovery feature|project talk page]]. This was the #8 wish in the 2023 Community Wishlist Survey. * Initial results of [[mw:Special:MyLanguage/Edit check|Edit check]] experiments [[mw:Special:MyLanguage/Edit_check#4_April_2024|have been published]]. Edit Check is now deployed as a default feature at [[phab:T342930#9538364|the wikis that tested it]]. [[mw:Talk:Edit check|Let us know]] if you want your wiki to be part of the next deployment of Edit check. [https://phabricator.wikimedia.org/T342930][https://phabricator.wikimedia.org/T361727] * Readers using the [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva skin]] on mobile will notice there has been an improvement in the line height across all typography settings. [https://phabricator.wikimedia.org/T359029] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-10|en}}. It will be on all wikis from {{#time:j xg|2024-04-11|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * New accounts and logged-out users will get the [[mw:Special:MyLanguage/VisualEditor|visual editor]] as their default editor on mobile. This deployment is made at all wikis except for the English Wikipedia. [https://phabricator.wikimedia.org/T361134] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:37, 8 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26564838 --> == Tech News: 2024-16 == <section begin="technews-2024-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/16|Translations]] are available. '''Problems''' * Between 2 April and 8 April, on wikis using [[mw:Special:MyLanguage/Extension:FlaggedRevs|Flagged Revisions]], the "{{Int:tag-mw-reverted}}" tag was not applied to undone edits. In addition, page moves, protections and imports were not autoreviewed. This problem is now fixed. [https://phabricator.wikimedia.org/T361918][https://phabricator.wikimedia.org/T361940] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-17|en}}. It will be on all wikis from {{#time:j xg|2024-04-18|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[mw:Special:MyLanguage/Help:Magic words#DEFAULTSORT|Default category sort keys]] will now affect categories added by templates placed in [[mw:Special:MyLanguage/Help:Cite|footnotes]]. Previously footnotes used the page title as the default sort key even if a different default sort key was specified (category-specific sort keys already worked). [https://phabricator.wikimedia.org/T40435] * A new variable <bdi lang="zxx" dir="ltr"><code>page_last_edit_age</code></bdi> will be added to [[Special:AbuseFilter|abuse filters]]. It tells how many seconds ago the last edit to a page was made. [https://phabricator.wikimedia.org/T269769] '''Future changes''' * Volunteer developers are kindly asked to update the code of their tools and features to handle [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]]. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers/2024-04 CTA|Learn more]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Four database fields will be removed from database replicas (including [[quarry:|Quarry]]). This affects only the <bdi lang="zxx" dir="ltr"><code>abuse_filter</code></bdi> and <bdi lang="zxx" dir="ltr"><code>abuse_filter_history</code></bdi> tables. Some queries might need to be updated. [https://phabricator.wikimedia.org/T361996] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:29, 15 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26564838 --> == Tech News: 2024-17 == <section begin="technews-2024-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/17|Translations]] are available. '''Recent changes''' * Starting this week, newcomers editing Wikipedia [[mw:Special:MyLanguage/Growth/Positive reinforcement#Leveling up 3|will be encouraged]] to try structured tasks. [[mw:Special:MyLanguage/Growth/Feature summary#Newcomer tasks|Structured tasks]] have been shown to [[mw:Special:MyLanguage/Growth/Personalized first day/Structured tasks/Add a link/Experiment analysis, December 2021|improve newcomer activation and retention]]. [https://phabricator.wikimedia.org/T348086] * You can [[m:Special:MyLanguage/Coolest Tool Award|nominate your favorite tools]] for the fifth edition of the Coolest Tool Award. Nominations will be open until May 10. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-24|en}}. It will be on all wikis from {{#time:j xg|2024-04-25|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * This is the last warning that by the end of May 2024 the Vector 2022 skin will no longer share site and user scripts/styles with old Vector. For user-scripts that you want to keep using on Vector 2022, copy the contents of [[{{#special:MyPage}}/vector.js]] to [[{{#special:MyPage}}/vector-2022.js]]. There are [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Loading Vector 2010 scripts|more technical details]] available. Interface administrators who foresee this leading to lots of technical support questions may wish to send a mass message to your community, as was done on French Wikipedia. [https://phabricator.wikimedia.org/T362701] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:28, 22 April 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26647188 --> == Tech News: 2024-18 == <section begin="technews-2024-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/18|Translations]] are available. '''Recent changes''' [[File:Talk_pages_default_look_(April_2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages changed for the following wikis: {{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-thwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-viwiki/en}}. These wikis participated to a test, where 50% of users got the new design, for one year. As this test [[Mw:Special:MyLanguage/Talk pages project/Usability/Analysis|gave positive results]], the new design is deployed on these wikis as the default design. It is possible to opt-out these changes [[Special:Preferences#mw-prefsection-editing|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). The deployment will happen at all wikis in the coming weeks. [https://phabricator.wikimedia.org/T341491] * Seven new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q33014|Betawi]] ([[w:bew:|<code>w:bew:</code>]]) [https://phabricator.wikimedia.org/T357866] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35708|Kusaal]] ([[w:kus:|<code>w:kus:</code>]]) [https://phabricator.wikimedia.org/T359757] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35513|Igala]] ([[w:igl:|<code>w:igl:</code>]]) [https://phabricator.wikimedia.org/T361644] ** a {{int:project-localized-name-group-wiktionary}} in [[d:Q33541|Karakalpak]] ([[wikt:kaa:|<code>wikt:kaa:</code>]]) [https://phabricator.wikimedia.org/T362135] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q9228|Burmese]] ([[s:my:|<code>s:my:</code>]]) [https://phabricator.wikimedia.org/T361085] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q9237|Malay]] ([[s:ms:|<code>s:ms:</code>]]) [https://phabricator.wikimedia.org/T363039] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q8108|Georgian]] ([[s:ka:|<code>s:ka:</code>]]) [https://phabricator.wikimedia.org/T363085] * You can now [https://translatewiki.net/wiki/Support#Early_access:_Watch_Message_Groups_on_Translatewiki.net watch message groups/projects] on [[m:Special:MyLanguage/translatewiki.net|Translatewiki.net]]. Initially, this feature will notify you of added or deleted messages in these groups. [https://phabricator.wikimedia.org/T348501] * Dark mode is now available on all wikis, on mobile web for logged-in users who opt into the [[Special:MobileOptions|advanced mode]]. This is the early release of the feature. Technical editors are invited to [https://night-mode-checker.wmcloud.org/ check for accessibility issues on wikis]. See [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-04|more detailed guidelines]]. '''Problems''' * [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps can use an alternative visual style without labels, by using <bdi lang="zxx" dir="ltr"><code><nowiki>mapstyle="osm"</nowiki></code></bdi>. This wasn't working in previews, creating the wrong impression that it wasn't supported. This has now been fixed. [https://phabricator.wikimedia.org/T362531] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-01|en}}. It will be on all wikis from {{#time:j xg|2024-05-02|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:33, 30 April 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26689057 --> == Tech News: 2024-19 == <section begin="technews-2024-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/19|Translations]] are available. '''Recent changes''' [[File:Talk_pages_default_look_(April_2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages changed for all wikis, except for Commons, Wikidata and most Wikipedias ([[m:Special:MyLanguage/Tech/News/2024/18|a few]] have already received this design change). You can read the detail of the changes [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. It is possible to opt-out these changes [[Special:Preferences#mw-prefsection-editing|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). The deployment will happen at remaining wikis in the coming weeks. [https://phabricator.wikimedia.org/T352087][https://phabricator.wikimedia.org/T319146] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Interface admins now have greater control over the styling of article components on mobile with the introduction of the <code>SiteAdminHelper</code>. More information on how styles can be disabled can be found [[mw:Special:MyLanguage/Extension:WikimediaMessages#Site_admin_helper|at the extension's page]]. [https://phabricator.wikimedia.org/T363932] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] has added article body sections in JSON format and a curated short description field to the existing parsed Infobox. This expansion to the API is also available via Wikimedia Cloud Services. [https://enterprise.wikimedia.com/blog/article-sections-and-description/] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-08|en}}. It will be on all wikis from {{#time:j xg|2024-05-09|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * When you look at the Special:Log page, the first view is labelled "All public logs", but it only shows some logs. This label will now say "Main public logs". [https://phabricator.wikimedia.org/T237729] '''Future changes''' * A new service will be built to replace [[mw:Special:MyLanguage/Extension:Graph|Extension:Graph]]. Details can be found in [[mw:Special:MyLanguage/Extension:Graph/Plans|the latest update]] regarding this extension. * Starting May 21, English Wikipedia and German Wikipedia will get the possibility to activate "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]". This is part of the [[phab:T304110|progressive deployment of this tool to all Wikipedias]]. These communities can [[mw:Special:MyLanguage/Growth/Community configuration|activate and configure the feature locally]]. [https://phabricator.wikimedia.org/T308144] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:44, 6 May 2024 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26729363 --> == Tech News: 2024-20 == <section begin="technews-2024-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/20|Translations]] are available. '''Recent changes''' * On Wikisource there is a special page listing pages of works without corresponding scan images. Now you can use the new magic word <bdi lang="zxx" dir="ltr"><code>__EXPECTWITHOUTSCANS__</code></bdi> to exclude certain pages (list of editions or translations of works) from that list. [https://phabricator.wikimedia.org/T344214] * If you use the [[Special:Preferences#mw-prefsection-editing|user-preference]] "{{int:tog-uselivepreview}}", then the template-page feature "{{int:Templatesandbox-editform-legend}}" will now also work without reloading the page. [https://phabricator.wikimedia.org/T136907] * [[mw:Special:Mylanguage/Extension:Kartographer|Kartographer]] maps can now specify an alternative text via the <bdi lang="zxx" dir="ltr"><code><nowiki>alt=</nowiki></code></bdi> attribute. This is identical in usage to the <bdi lang="zxx" dir="ltr"><code><nowiki>alt=</nowiki></code></bdi> attribute in the [[mw:Special:MyLanguage/Help:Images#Syntax|image and gallery syntax]]. An exception for this feature is wikis like Wikivoyage where the miniature maps are interactive. [https://phabricator.wikimedia.org/T328137] * The old [[mw:Special:MyLanguage/Extension:GuidedTour|Guided Tour]] for the "[[mw:Special:MyLanguage/Edit Review Improvements/New filters for edit review|New Filters for Edit Review]]" feature has been removed. It was created in 2017 to show people with older accounts how the interface had changed, and has now been seen by most of the intended people. [https://phabricator.wikimedia.org/T217451] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-15|en}}. It will be on all wikis from {{#time:j xg|2024-05-16|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[{{#special:search}}]] results page will now use CSS flex attributes, for better accessibility, instead of a table. If you have a gadget or script that adjusts search results, you should update your script to the new HTML structure. [https://phabricator.wikimedia.org/T320295] '''Future changes''' * In the Vector 2022 skin, main pages will be displayed at full width (like special pages). The goal is to keep the number of characters per line large enough. This is related to the coming changes to typography in Vector 2022. [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates|Learn more]]. [https://phabricator.wikimedia.org/T357706] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Two columns of the <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:pagelinks table|pagelinks]]</code></bdi> database table (<bdi lang="zxx" dir="ltr"><code>pl_namespace</code></bdi> and <bdi lang="zxx" dir="ltr"><code>pl_title</code></bdi>) are being dropped soon. Users must use two columns of the new <bdi lang="zxx" dir="ltr"><code>[[mw:special:MyLanguage/Manual:linktarget table|linktarget]]</code></bdi> table instead (<bdi lang="zxx" dir="ltr"><code>lt_namespace</code></bdi> and <bdi lang="zxx" dir="ltr"><code>lt_title</code></bdi>). In your existing SQL queries: *# Replace <bdi lang="zxx" dir="ltr"><code>JOIN pagelinks</code></bdi> with <bdi lang="zxx" dir="ltr"><code>JOIN linktarget</code></bdi> and <bdi lang="zxx" dir="ltr"><code>pl_</code></bdi> with <bdi lang="zxx" dir="ltr"><code>lt_</code></bdi> in the <bdi lang="zxx" dir="ltr"><code>ON</code></bdi> statement *# Below that add <bdi lang="zxx" dir="ltr"><code>JOIN pagelinks ON lt_id = pl_target_id</code></bdi> ** See <bdi lang="en" dir="ltr">[[phab:T222224]]</bdi> for technical reasoning. [https://phabricator.wikimedia.org/T222224][https://phabricator.wikimedia.org/T299947] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:58, 13 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26762074 --> == Tech News: 2024-21 == <section begin="technews-2024-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/21|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Extension:Nuke|Nuke]] feature, which enables administrators to mass delete pages, will now correctly delete pages which were moved to another title. [https://phabricator.wikimedia.org/T43351] * New changes have been made to the UploadWizard in Wikimedia Commons: the overall layout has been improved, by following new styling and spacing for the form and its fields; the headers and helper text for each of the fields was changed; the Caption field is now a required field, and there is an option for users to copy their caption into the media description. [https://commons.wikimedia.org/wiki/Commons:WMF_support_for_Commons/Upload_Wizard_Improvements#Changes_to_%22Describe%22_workflow][https://phabricator.wikimedia.org/T361049] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-22|en}}. It will be on all wikis from {{#time:j xg|2024-05-23|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML used to render all headings [[mw:Heading_HTML_changes|is being changed to improve accessibility]]. It will change on 22 May in some skins (Timeless, Modern, CologneBlue, Nostalgia, and Monobook). Please test gadgets on your wiki on these skins and [[phab:T13555|report any related problems]] so that they can be resolved before this change is made in all other skins. The developers are also considering the introduction of a [[phab:T337286|Gadget API for adding buttons to section titles]] if that would be helpful to tool creators, and would appreciate any input you have on that. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:04, 20 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26786311 --> == Tech News: 2024-22 == <section begin="technews-2024-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/22|Translations]] are available. '''Recent changes''' * Several bugs related to the latest updates to the UploadWizard on Wikimedia Commons have been fixed. For more information, see [[:phab:T365107|T365107]] and [[:phab:T365119|T365119]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] In March 2024 a new [[mw:ResourceLoader/Core_modules#addPortlet|addPortlet]] API was added to allow gadgets to create new portlets (menus) in the skin. In certain skins this can be used to create dropdowns. Gadget developers are invited to try it and [[phab:T361661|give feedback]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Some CSS in the Minerva skin has been removed to enable easier community configuration. Interface editors should check the rendering on mobile devices for aspects related to the classes: <bdi lang="zxx" dir="ltr"><code>.collapsible</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.multicol</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.reflist</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.coordinates</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.topicon</code></bdi>. [[phab:T361659|Further details are available on replacement CSS]] if it is needed. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-29|en}}. It will be on all wikis from {{#time:j xg|2024-05-30|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * When you visit a wiki where you don't yet have a local account, local rules such as edit filters can sometimes prevent your account from being created. Starting this week, MediaWiki takes your global rights into account when evaluating whether you can override such local rules. [https://phabricator.wikimedia.org/T316303] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:15, 28 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26832205 --> == Tech News: 2024-23 == <section begin="technews-2024-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/23|Translations]] are available. '''Recent changes''' * It is now possible for local administrators to add new links to the bottom of the site Tools menu without JavaScript. [[mw:Manual:Interface/Sidebar#Add or remove toolbox sections|Documentation is available]]. [https://phabricator.wikimedia.org/T6086] * The message name for the definition of the tracking category of WikiHiero has changed from "<bdi lang="zxx" dir="ltr"><code>MediaWiki:Wikhiero-usage-tracking-category</code></bdi>" to "<bdi lang="zxx" dir="ltr"><code>MediaWiki:Wikihiero-usage-tracking-category</code></bdi>". [https://gerrit.wikimedia.org/r/c/mediawiki/extensions/wikihiero/+/1035855] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q5317225|Kadazandusun]] ([[w:dtp:|<code>w:dtp:</code>]]) [https://phabricator.wikimedia.org/T365220] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-05|en}}. It will be on all wikis from {{#time:j xg|2024-06-06|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * Next week, on wikis with the Vector 2022 skin as the default, logged-out desktop users will be able to choose between different font sizes. The default font size will also be increased for them. This is to make Wikimedia projects easier to read. [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-06 deployments|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:35, 3 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26844397 --> == Tech News: 2024-24 == <section begin="technews-2024-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/24|Translations]] are available. '''Recent changes''' * The software used to render SVG files has been updated to a new version, fixing many longstanding bugs in SVG rendering. [https://phabricator.wikimedia.org/T265549] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML used to render all headings [[mw:Heading HTML changes|is being changed to improve accessibility]]. It was changed last week in some skins (Vector legacy and Minerva). Please test gadgets on your wiki on these skins and [[phab:T13555|report any related problems]] so that they can be resolved before this change is made in Vector-2022. The developers are still considering the introduction of a [[phab:T337286|Gadget API for adding buttons to section titles]] if that would be helpful to tool creators, and would appreciate any input you have on that. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML markup used for citations by [[mw:Special:MyLanguage/Parsoid|Parsoid]] changed last week. In places where Parsoid previously added the <bdi lang="zxx" dir="ltr"><code>mw-reference-text</code></bdi> class, Parsoid now also adds the <bdi lang="zxx" dir="ltr"><code>reference-text</code></bdi> class for better compatibility with the legacy parser. [[mw:Specs/HTML/2.8.0/Extensions/Cite/Announcement|More details are available]]. [https://gerrit.wikimedia.org/r/1036705] '''Problems''' * There was a bug with the Content Translation interface that caused the tools menus to appear in the wrong location. This has now been fixed. [https://phabricator.wikimedia.org/T366374] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-12|en}}. It will be on all wikis from {{#time:j xg|2024-06-13|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The new version of MediaWiki includes another change to the HTML markup used for citations: [[mw:Special:MyLanguage/Parsoid|Parsoid]] will now generate a <bdi lang="zxx" dir="ltr"><code><nowiki><span class="mw-cite-backlink"></nowiki></code></bdi> wrapper for both named and unnamed references for better compatibility with the legacy parser. Interface administrators should verify that gadgets that interact with citations are compatible with the new markup. [[mw:Specs/HTML/2.8.0/Extensions/Cite/Announcement|More details are available]]. [https://gerrit.wikimedia.org/r/1035809] * On multilingual wikis that use the <bdi lang="zxx" dir="ltr"><code><nowiki><translate></nowiki></code></bdi> system, there is a feature that shows potentially-outdated translations with a pink background until they are updated or confirmed. From this week, confirming translations will be logged, and there is a new user-right that can be required for confirming translations if the community [[m:Special:MyLanguage/Requesting wiki configuration changes|requests it]]. [https://phabricator.wikimedia.org/T49177] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:20, 10 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26893898 --> == Tech News: 2024-25 == <section begin="technews-2024-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/25|Translations]] are available. '''Recent changes''' * People who attempt to add an external link in the visual editor will now receive immediate feedback if they attempt to link to a domain that a project has decided to block. Please see [[mw:Special:MyLanguage/Edit_check#11_June_2024|Edit check]] for more details. [https://phabricator.wikimedia.org/T366751] * The new [[mw:Special:MyLanguage/Extension:CommunityConfiguration|Community Configuration extension]] is available [[testwiki:Special:CommunityConfiguration|on Test Wikipedia]]. This extension allows communities to customize specific features to meet their local needs. Currently only Growth features are configurable, but the extension will support other [[mw:Special:MyLanguage/Community_configuration#Use_cases|Community Configuration use cases]] in the future. [https://phabricator.wikimedia.org/T323811][https://phabricator.wikimedia.org/T360954] * The dark mode [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] is now available on category and help pages, as well as more special pages. There may be contrast issues. Please report bugs on the [[mw:Talk:Reading/Web/Accessibility_for_reading|project talk page]]. [https://phabricator.wikimedia.org/T366370] '''Problems''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Cloud Services tools were not available for 25 minutes last week. This was caused by a faulty hardware cable in the data center. [https://wikitech.wikimedia.org/wiki/Incidents/2024-06-11_WMCS_Ceph] * Last week, styling updates were made to the Vector 2022 skin. This caused unforeseen issues with templates, hatnotes, and images. Changes to templates and hatnotes were reverted. Most issues with images were fixed. If you still see any, [[phab:T367463|report them here]]. [https://phabricator.wikimedia.org/T367480] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-19|en}}. It will be on all wikis from {{#time:j xg|2024-06-20|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting June 18, the [[mw:Special:MyLanguage/Help:Edit check#ref|Reference Edit Check]] will be deployed to [[phab:T361843|a new set of Wikipedias]]. This feature is intended to help newcomers and to assist edit-patrollers by inviting people who are adding new content to a Wikipedia article to add a citation when they do not do so themselves. During [[mw:Special:MyLanguage/Edit_check#Reference_Check_A/B_Test|a test at 11 wikis]], the number of citations added [https://diff.wikimedia.org/?p=127553 more than doubled] when Reference Check was shown to people. Reference Check is [[mw:Special:MyLanguage/Edit check/Configuration|community configurable]]. [https://phabricator.wikimedia.org/T361843]<!-- NOTE: THE DIFF BLOG WILL BE PUBLISHED ON MONDAY --> * [[m:Special:MyLanguage/Mailing_lists|Mailing lists]] will be unavailable for roughly two hours on Tuesday 10:00–12:00 UTC. This is to enable migration to a new server and upgrade its software. [https://phabricator.wikimedia.org/T367521] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:48, 17 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26911987 --> == Tech News: 2024-26 == <section begin="technews-2024-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/26|Translations]] are available. '''Recent changes''' * Editors will notice that there have been some changes to the background color of text in the diff view, and the color of the byte-change numbers, last week. These changes are intended to make text more readable in both light mode and dark mode, and are part of a larger effort to increase accessibility. You can share your comments or questions [[mw:Talk:Reading/Web/Accessibility for reading|on the project talkpage]]. [https://phabricator.wikimedia.org/T361717] * The text colors that are used for visited-links, hovered-links, and active-links, were also slightly changed last week to improve their accessibility in both light mode and dark mode. [https://phabricator.wikimedia.org/T366515] '''Problems''' * You can [[mw:Special:MyLanguage/Help:DiscussionTools#Talk pages permalinking|copy permanent links to talk page comments]] by clicking on a comment's timestamp. [[mw:Talk pages project/Permalinks|This feature]] did not always work when the topic title was very long and the link was used as a wikitext link. This has been fixed. Thanks to Lofhi for submitting the bug. [https://phabricator.wikimedia.org/T356196] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-26|en}}. It will be on all wikis from {{#time:j xg|2024-06-27|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting 26 June, all talk pages messages' timestamps will become a link at English Wikipedia, making this feature available for you to use at all wikis. This link is a permanent link to the comment. It allows users to find the comment they were linked to, even if this comment has since been moved elsewhere. You can read more about this feature [[DiffBlog:/2024/01/29/talk-page-permalinks-dont-lose-your-threads/|on Diff]] or [[mw:Special:MyLanguage/Help:DiscussionTools#Talk pages permalinking|on Mediawiki.org]]. [https://phabricator.wikimedia.org/T365974] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:32, 24 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26989424 --> == Tech News: 2024-27 == <section begin="technews-2024-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/27|Translations]] are available. '''Recent changes''' * Over the next three weeks, dark mode will become available for all users, both logged-in and logged-out, starting with the mobile web version. This fulfils one of the [[m:Special:MyLanguage/Community_Wishlist_Survey_2023/Reading/Dark_mode|top-requested community wishes]], and improves low-contrast reading and usage in low-light settings. As part of these changes, dark mode will also work on User-pages and Portals. There is more information in [[mw:Special:MyLanguage/Reading/Web/Accessibility_for_reading/Updates#June_2024:_Typography_and_dark_mode_deployments,_new_global_preferences|the latest Web team update]]. [https://phabricator.wikimedia.org/T366364] * Logged-in users can now set [[m:Special:GlobalPreferences#mw-prefsection-rendering-skin-skin-prefs|global preferences for the text-size and dark-mode]], thanks to a combined effort across Foundation teams. This allows Wikimedians using multiple wikis to set up a consistent reading experience easily, for example by switching between light and dark mode only once for all wikis. [https://phabricator.wikimedia.org/T341278] * If you use a very old web browser some features might not work on the Wikimedia wikis. This affects Internet Explorer 11 and versions of Chrome, Firefox and Safari older than 2016. This change makes it possible to use new [[d:Q46441|CSS]] features and to send less code to all readers. [https://phabricator.wikimedia.org/T288287][https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:How_to_make_a_MediaWiki_skin#Using_CSS_variables_for_supporting_different_themes_e.g._dark_mode] * Wikipedia Admins can customize local wiki configuration options easily using [[mw:Special:MyLanguage/Community Configuration|Community Configuration]]. Community Configuration was created to allow communities to customize how some features work, because each language wiki has unique needs. At the moment, admins can configure [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] on their home wikis, in order to better recruit and retain new editors. More options will be provided in the coming months. [https://phabricator.wikimedia.org/T366458] * Editors interested in language issues that are related to [[w:en:Unicode|Unicode standards]], can now discuss those topics at [[mw:Talk:WMF membership with Unicode Consortium|a new conversation space in MediaWiki.org]]. The Wikimedia Foundation is now a [[mw:Special:MyLanguage/WMF membership with Unicode Consortium|member of the Unicode Consortium]], and the coordination group can collaboratively review the issues discussed and, where appropriate, bring them to the attention of the Unicode Consortium. * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q2891049|Mandailing]] ([[w:btm:|<code>w:btm:</code>]]) [https://phabricator.wikimedia.org/T368038] '''Problems''' * Editors can once again click on links within the visual editor's citation-preview, thanks to a bug fix by the Editing Team. [https://phabricator.wikimedia.org/T368119] '''Future changes''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 2 weeks. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:59, 1 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27038456 --> == Tech News: 2024-28 == <section begin="technews-2024-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/28|Translations]] are available. '''Recent changes''' * At the Wikimedia Foundation a new task force was formed to replace the disabled Graph with [[mw:Special:MyLanguage/Extension:Chart/Project|more secure, easy to use, and extensible Chart]]. You can [[mw:Special:MyLanguage/Newsletter:Chart Project|subscribe to the newsletter]] to get notified about new project updates and other news about Chart. * The [[m:Special:MyLanguage/CampaignEvents|CampaignEvents]] extension is now available on Meta-wiki, Igbo Wikipedia, and Swahili Wikipedia, and can be requested on your wiki. This extension helps in managing and making events more visible, giving Event organizers the ability to use tools like the Event registration tool. To learn more about the deployment status and how to request this extension for your wiki, visit the [[m:Special:MyLanguage/CampaignEvents/Deployment_status|CampaignEvents page on Meta-wiki]]. * Editors using the iOS Wikipedia app who have more than 50 edits can now use the [[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits#Add an image|Add an Image]] feature. This feature presents opportunities for small but useful contributions to Wikipedia. * Thank you to [[mw:MediaWiki Product Insights/Contributor retention and growth/Celebration|all of the authors]] who have contributed to MediaWiki Core. As a result of these contributions, the [[mw:MediaWiki Product Insights/Contributor retention and growth|percentage of authors contributing more than 5 patches has increased by 25% since last year]], which helps ensure the sustainability of the platform for the Wikimedia projects. '''Problems''' * A problem with the color of the talkpage tabs always showing as blue, even for non-existent pages which should have been red, affecting the Vector 2022 skin, [[phab:T367982|has been fixed]]. '''Future changes''' * The Trust and Safety Product team wants to introduce [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] with as little disruption to tools and workflows as possible. Volunteer developers, including gadget and user-script maintainers, are kindly asked to update the code of their tools and features to handle temporary accounts. The team has [[mw:Trust and Safety Product/Temporary Accounts/For developers|created documentation]] explaining how to do the update. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers/2024-04 CTA|Learn more]]. '''Tech News survey''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 1 more week. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:31, 8 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27080357 --> == Tech News: 2024-29 == <section begin="technews-2024-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/29|Translations]] are available. '''Tech News survey''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 3 more days. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia developers can now officially continue to use both [[mw:Special:MyLanguage/Gerrit|Gerrit]] and [[mw:Special:MyLanguage/GitLab|GitLab]], due to a June 24 decision by the Wikimedia Foundation to support software development on both platforms. Gerrit and GitLab are both code repositories used by developers to write, review, and deploy the software code that supports the MediaWiki software that the wiki projects are built on, as well as the tools used by editors to create and improve content. This decision will safeguard the productivity of our developers and prevent problems in code review from affecting our users. More details are available in the [[mw:GitLab/Migration status|Migration status]] page. * The Wikimedia Foundation seeks applicants for the [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal|Product and Technology Advisory Council]] (PTAC). This group will bring technical contributors and Wikimedia Foundation together to co-define a more resilient, future-proof technological platform. Council members will evaluate and consult on the movement's product and technical activities, so that we develop multi-generational projects. We are looking for a range of technical contributors across the globe, from a variety of Wikimedia projects. [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal#Joining the PTAC as a technical volunteer|Please apply here by August 10]]. * Editors with rollback user-rights who use the Wikipedia App for Android can use the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Anti Vandalism|Edit Patrol]] features. These features include a new feed of Recent Changes, related links such as Undo and Rollback, and the ability to create and save a personal library of user talk messages to use while patrolling. If your wiki wants to make these features available to users who do not have rollback rights but have reached a certain edit threshold, [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android#Contact us|you can contact the team]]. You can [[diffblog:2024/07/10/ِaddressing-vandalism-with-a-tap-the-journey-of-introducing-the-patrolling-feature-in-the-mobile-app/|read more about this project on Diff blog]]. * Editors who have access to [[m:Special:MyLanguage/The_Wikipedia_Library|The Wikipedia Library]] can once again use non-open access content in SpringerLinks, after the Foundation [[phab:T368865|contacted]] them to restore access. You can read more about [[m:Tech/News/Recently_resolved_community_tasks|this and 21 other community-submitted tasks that were completed last week]]. '''Changes later this week''' * This week, [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-07 deployments|dark mode will be available on a number of Wikipedias]], both desktop and mobile, for logged-in and logged-out users. Interface admins and user script maintainers are encouraged to check gadgets and user scripts in the dark mode, to find any hard-coded colors and fix them. There are some [[mw:Special:MyLanguage/Recommendations for night mode compatibility on Wikimedia wikis|recommendations for dark mode compatibility]] to help. '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Next week, functionaries, volunteers maintaining tools, and software development teams are invited to test the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] feature on testwiki. Temporary accounts is a feature that will help improve privacy on the wikis. No further temporary account deployments are scheduled yet. Please [[mw:Talk:Trust and Safety Product/Temporary Accounts|share your opinions and questions on the project talk page]]. [https://phabricator.wikimedia.org/T348895] * Editors who upload files cross-wiki, or teach other people how to do so, may wish to join a Wikimedia Commons discussion. The Commons community is discussing limiting who can upload files through the cross-wiki upload/Upload dialog feature to users auto-confirmed on Wikimedia Commons. This is due to the large amount of copyright violations uploaded this way. There is a short summary at [[c:Special:MyLanguage/Commons:Cross-wiki upload|Commons:Cross-wiki upload]] and [[c:Commons:Village pump/Proposals#Deactivate cross-wiki uploads for new users|discussion at Commons:Village Pump]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' You can also get other news from the [[m:Special:MyLanguage/Wikimedia Foundation Bulletin|Wikimedia Foundation Bulletin]]. </div><section end="technews-2024-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:31, 16 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27124561 --> == Tech News: 2024-30 == <section begin="technews-2024-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/30|Translations]] are available. '''Feature News''' * Stewards can now [[:m:Special:MyLanguage/Global_blocks|globally block]] accounts. Before [[phab:T17294|the change]] only IP addresses and IP ranges could be blocked globally. Global account blocks are useful when the blocked user should not be logged out. [[:m:Special:MyLanguage/Global_locks|Global locks]] (a similar tool logging the user out of their account) are unaffected by this change. The new global account block feature is related to the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] project, which is a new type of user account that replaces IP addresses of unregistered editors that are no longer made public. * Later this week, Wikimedia site users will notice that the Interface of [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs]] (also known as "Pending Changes") is improved and consistent with the rest of the MediaWiki interface and [[mw:Special:MyLanguage/Codex|Wikimedia's design system]]. The FlaggedRevs interface experience on mobile and [[mw:Special:MyLanguage/Skin:MinervaNeue|Minerva skin]] was inconsistent before it was fixed and ported to [[mw:Special:MyLanguage/Codex|Codex]] by the WMF Growth team and some volunteers. [https://phabricator.wikimedia.org/T191156] * Wikimedia site users can now submit account vanishing requests via [[m:Special:GlobalVanishRequest|GlobalVanishRequest]]. This feature is used when a contributor wishes to stop editing forever. It helps you hide your past association and edit to protect your privacy. Once processed, the account will be locked and renamed. [https://phabricator.wikimedia.org/T367329] * Have you tried monitoring and addressing vandalism in Wikipedia using your phone? [https://diff.wikimedia.org/2024/07/10/%d9%90addressing-vandalism-with-a-tap-the-journey-of-introducing-the-patrolling-feature-in-the-mobile-app/ A Diff blog post on Patrolling features in the Mobile App] highlights some of the new capabilities of the feature, including swiping through a feed of recent changes and a personal library of user talk messages for use when patrolling from your phone. * Wikimedia contributors and GLAM (galleries, libraries, archives, and museums) organisations can now learn and measure the impact Wikimedia Commons is having towards creating quality encyclopedic content using the [https://doc.wikimedia.org/generated-data-platform/aqs/analytics-api/reference/commons.html Commons Impact Metrics] analytics dashboard. The dashboard offers organizations analytics on things like monthly edits in a category, the most viewed files, and which Wikimedia articles are using Commons images. As a result of these new data dumps, GLAM organisation can more reliably measure their return on investment for programs bringing content into the digital Commons. [https://diff.wikimedia.org/2024/07/19/commons-impact-metrics-now-available-via-data-dumps-and-api/] '''Project Updates''' * Come share your ideas for improving the wikis on the newly reopened [[m:Special:MyLanguage/Community Wishlist|Community Wishlist]]. The Community Wishlist is Wikimedia’s forum for volunteers to share ideas (called wishes) to improve how the wikis work. The new version of the wishlist is always open, works with both wikitext and Visual Editor, and allows wishes in any language. '''Learn more''' * Have you ever wondered how Wikimedia software works across over 300 languages? This is 253 languages more than the Google Chrome interface, and it's no accident. The Language and Product Localization Team at the Wikimedia Foundation supports your work by adapting all the tools and interfaces in the MediaWiki software so that contributors in our movement who translate pages and strings can translate them and have the sites in all languages. Read more about the team and their upcoming work on [https://diff.wikimedia.org/2024/07/17/building-towards-a-robust-multilingual-knowledge-ecosystem-for-the-wikimedia-movement/ Diff]. * How can Wikimedia build innovative and experimental products while maintaining such heavily used websites? A recent [https://diff.wikimedia.org/2024/07/09/on-the-value-of-experimentation/ blog post] by WMF staff Johan Jönsson highlights the work of the [[m:Future Audiences#Objectives and Key Results|WMF Future Audience initiative]], where the goal is not to build polished products but test out new ideas, such as a [[m:Future_Audiences/Experiments: conversational/generative AI|ChatGPT plugin]] and [[m:Future_Audiences/Experiment:Add a Fact|Add a Fact]], to help take Wikimedia into the future. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' You can also get other news from the [[m:Special:MyLanguage/Wikimedia Foundation Bulletin|Wikimedia Foundation Bulletin]]. </div><section end="technews-2024-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:04, 23 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27142915 --> == Tech News: 2024-31 == <section begin="technews-2024-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/31|Translations]] are available. '''Feature news''' * Editors using the Visual Editor in languages that use non-Latin characters for numbers, such as Hindi, Manipuri and Eastern Arabic, may notice some changes in the formatting of reference numbers. This is a side effect of preparing a new sub-referencing feature, and will also allow fixing some general numbering issues in Visual Editor. If you notice any related problems on your wiki, please share details at the [[m:Talk:WMDE Technical Wishes/Sub-referencing|project talkpage]]. '''Bugs status''' * Some logged-in editors were briefly unable to edit or load pages last week. [[phab:T370304|These errors]] were mainly due to the addition of new [[mw:Special:MyLanguage/Help:Extension:Linter|linter]] rules which led to caching problems. Fixes have been applied and investigations are continuing. * Editors can use the [[mw:Special:MyLanguage/Trust and Safety Product/IP Info|IP Information tool]] to get information about IP addresses. This tool is available as a Beta Feature in your preferences. The tool was not available for a few days last week, but is now working again. Thank you to Shizhao for filing the bug report. You can read about that, and [[m:Tech/News/Recently resolved community tasks#2024-07-25|28 other community-submitted tasks]] that were resolved last week. '''Project updates''' * There are new features and improvements to Phabricator from the Release Engineering and Collaboration Services teams, and some volunteers, including: the search systems, the new task creation system, the login systems, the translation setup which has resulted in support for more languages (thanks to Pppery), and fixes for many edge-case errors. You can [[phab:phame/post/view/316/iterative_improvements/|read details about these and other improvements in this summary]]. * There is an [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|update on the Charts project]]. The team has decided which visualization library to use, which chart types to start focusing on, and where to store chart definitions. * One new wiki has been created: a {{int:project-localized-name-group-wikivoyage}} in [[d:Q9056|Czech]] ([[voy:cs:|<code>voy:cs:</code>]]) [https://phabricator.wikimedia.org/T370905] '''Learn more''' * There is a [[diffblog:2024/07/26/the-journey-to-open-our-first-data-center-in-south-america/|new Wikimedia Foundation data center]] in São Paulo, Brazil which helps to reduce load times. * There is new [[diffblog:2024/07/22/the-perplexing-process-of-uploading-images-to-wikipedia/|user research]] on problems with the process of uploading images. * Commons Impact Metrics are [[diffblog:2024/07/19/commons-impact-metrics-now-available-via-data-dumps-and-api/|now available]] via data dumps and API. * The latest quarterly [[mw:Technical Community Newsletter/2024/July|Technical Community Newsletter]] is now available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:10, 29 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27164109 --> == Tech News: 2024-32 == <section begin="technews-2024-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/32|Translations]] are available. '''Feature news''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Two new parser functions will be available this week: <code><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic_words#dir|#dir]]<nowiki>}}</nowiki></code> and <code><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic_words#bcp47|#bcp47]]<nowiki>}}</nowiki></code>. These will reduce the need for <code>Template:Dir</code> and <code>Template:BCP47</code> on Commons and allow us to [[phab:T343131|drop 100 million rows]] from the "what links here" database. Editors at any wiki that use these templates, can help by replacing the templates with these new functions. The templates at Commons will be updated during the Hackathon at Wikimania. [https://phabricator.wikimedia.org/T359761][https://phabricator.wikimedia.org/T366623] * Communities can request the activation of the visual editor on entire namespaces where discussions sometimes happen (for instance ''Wikipedia:'' or ''Wikisource:'' namespaces) if they understand the [[mw:Special:MyLanguage/Help:VisualEditor/FAQ#WPNS|known limitations]]. For discussions, users can already use [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] in these namespaces. * The tracking category "Pages using Timeline" has been renamed to "Pages using the EasyTimeline extension" [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3ATimeline-tracking-category&namespace=8 in TranslateWiki]. Wikis that have created the category locally should rename their local creation to match. '''Project updates''' * Editors who help to organize WikiProjects and similar on-wiki collaborations, are invited to share ideas and examples of successful collaborations with the Campaigns and Programs teams. You can fill out [[m:Special:MyLanguage/Campaigns/WikiProjects|a brief survey]] or share your thoughts [[m:Talk:Campaigns/WikiProjects|on the talkpage]]. The teams are particularly looking for details about successful collaborations on non-English wikis. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The new parser is being rolled out on {{int:project-localized-name-group-wikivoyage}} wikis over the next few months. The {{int:project-localized-name-enwikivoyage}} and {{int:project-localized-name-hewikivoyage}} were [[phab:T365367|switched]] to Parsoid last week. For more information, see [[mw:Parsoid/Parser_Unification|Parsoid/Parser Unification]]. '''Learn more''' * There will be more than 200 sessions at Wikimania this week. Here is a summary of some of the [[diffblog:2024/08/05/interested-in-product-and-tech-here-are-some-wikimania-sessions-you-dont-want-to-miss/|key sessions related to the product and technology area]]. * The latest [[m:Special:MyLanguage/Wikimedia Foundation Bulletin/2024/07-02|Wikimedia Foundation Bulletin]] is available. * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2024/July|Language and Internationalization newsletter]] is available. It includes: New design previews for Translatable pages; Updates about MinT for Wiki Readers; the release of Translation dumps; and more. * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/31|Growth newsletter]] is available. * The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/July 2024|MediaWiki Product Insights newsletter]] is available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:43, 5 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27233905 --> == Tech News: 2024-33 == <section begin="technews-2024-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/33|Translations]] are available. '''Feature news''' * [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] editors and maintainers can now [[mw:Special:MyLanguage/Extension:AbuseFilter/Actions#Show a CAPTCHA|make a CAPTCHA show if a filter matches an edit]]. This allows communities to quickly respond to spamming by automated bots. [https://phabricator.wikimedia.org/T20110] * [[m:Special:MyLanguage/Stewards|Stewards]] can now specify if global blocks should prevent account creation. Before [[phab:T17273|this change]] by the [[mw:Special:MyLanguage/Trust and Safety Product|Trust and Safety Product]] Team, all global blocks would prevent account creation. This will allow stewards to reduce the unintended side-effects of global blocks on IP addresses. '''Project updates''' * [[wikitech:Help talk:Toolforge/Toolforge standards committee#August_2024_committee_nominations|Nominations are open on Wikitech]] for new members to refresh the [[wikitech:Help:Toolforge/Toolforge standards committee|Toolforge standards committee]]. The committee oversees the Toolforge [[wikitech:Help:Toolforge/Right to fork policy|Right to fork policy]] and [[wikitech:Help:Toolforge/Abandoned tool policy|Abandoned tool policy]] among other duties. Nominations will remain open until at least 2024-08-26. * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q2880037|West Coast Bajau]] ([[w:bdr:|<code>w:bdr:</code>]]) [https://phabricator.wikimedia.org/T371757] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 12 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27253654 --> == Tech News: 2024-34 == <section begin="technews-2024-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/34|Translations]] are available. '''Feature news''' * Editors who want to re-use references but with different details such as page numbers, will be able to do so by the end of 2024, using a new [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Sub-referencing in a nutshell|sub-referencing]] feature. You can read more [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|about the project]] and [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|how to test the prototype]]. * Editors using tracking categories to identify which pages use specific extensions may notice that six of the categories have been renamed to make them more easily understood and consistent. These categories are automatically added to pages that use specialized MediaWiki extensions. The affected names are for: [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Aintersection-category&namespace=8 DynamicPageList], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Akartographer-tracking-category&namespace=8 Kartographer], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Aphonos-tracking-category&namespace=8 Phonos], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Arss-tracking-category&namespace=8 RSS], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Ascore-use-category&namespace=8 Score], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Awikihiero-usage-tracking-category&namespace=8 WikiHiero]. Wikis that have created the category locally should rename their local creation to match. Thanks to Pppery for these improvements. [https://phabricator.wikimedia.org/T347324] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Technical volunteers who edit modules and want to get a list of the categories used on a page, can now do so using the <code><bdi lang="zxx" dir="ltr">categories</bdi></code> property of <code><bdi lang="zxx" dir="ltr">[[mediawikiwiki:Special:MyLanguage/Extension:Scribunto/Lua reference manual#Title objects|mw.title objects]]</bdi></code>. This enables wikis to configure workflows such as category-specific edit notices. Thanks to SD001 for these improvements. [https://phabricator.wikimedia.org/T50175][https://phabricator.wikimedia.org/T85372] '''Bugs status''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Your help is needed to check if any pages need to be moved or deleted. A maintenance script was run to clean up unreachable pages (due to Unicode issues or introduction of new namespaces/namespace aliases). The script tried to find appropriate names for the pages (e.g. by following the Unicode changes or by moving pages whose titles on Wikipedia start with <code>Talk:WP:</code> so that their titles start with <code>Wikipedia talk:</code>), but it may have failed for some pages, and moved them to <bdi lang="zxx" dir="ltr">[[Special:PrefixIndex/T195546/]]</bdi> instead. Your community should check if any pages are listed there, and move them to the correct titles, or delete them if they are no longer needed. A full log (including pages for which appropriate names could be found) is available in [[phab:P67388]]. * Editors who volunteer as [[mw:Special:MyLanguage/Help:Growth/Mentorship|mentors]] to newcomers on their wiki are once again able to access lists of potential mentees who they can connect with to offer help and guidance. This functionality was restored thanks to [[phab:T372164|a bug fix]]. Thank you to Mbch331 for filing the bug report. You can read about that, and 18 other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Project updates''' * The application deadline for the [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal|Product & Technology Advisory Council]] (PTAC) has been extended to September 16. Members will help by providing advice to Foundation Product and Technology leadership on short and long term plans, on complex strategic problems, and help to get feedback from more contributors and technical communities. Selected members should expect to spend roughly 5 hours per month for the Council, during the one year pilot. Please consider applying, and spread the word to volunteers you think would make a positive contribution to the committee. '''Learn more''' * The [[m:Special:MyLanguage/Coolest Tool Award#2024 Winners|2024 Coolest Tool Awards]] were awarded at Wikimania, in seven categories. For example, one award went to the ISA Tool, used for adding structured data to files on Commons, which was recently improved during the [[m:Event:Wiki Mentor Africa ISA Hackathon 2024|Wiki Mentor Africa Hackathon]]. You can see video demonstrations of each tool at the awards page. Congratulations to this year's recipients, and thank you to all tool creators and maintainers. * The latest [[m:Special:MyLanguage/Wikimedia Foundation Bulletin/2024/08-01|Wikimedia Foundation Bulletin]] is available, and includes some highlights from Wikimania, an upcoming Language community meeting, and other news from the movement. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:54, 20 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27307284 --> == Tech News: 2024-35 == <section begin="technews-2024-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/35|Translations]] are available. '''Feature news''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Administrators can now test the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] feature on test2wiki. This was done to allow cross-wiki testing of temporary accounts, for when temporary accounts switch between projects. The feature was enabled on testwiki a few weeks ago. No further temporary account deployments are scheduled yet. Temporary Accounts is a project to create a new type of user account that replaces IP addresses of unregistered editors which are no longer made public. Please [[mw:Talk:Trust and Safety Product/Temporary Accounts|share your opinions and questions on the project talk page]]. * Later this week, editors at wikis that use [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs]] (also known as "Pending Changes") may notice that the indicators at the top of articles have changed. This change makes the system more consistent with the rest of the MediaWiki interface. [https://phabricator.wikimedia.org/T191156] '''Bugs status''' * Editors who use the 2010 wikitext editor, and use the Character Insert buttons, will [[phab:T361465|no longer]] experience problems with the buttons adding content into the edit-summary instead of the edit-window. You can read more about that, and 26 other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Project updates''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Please review and vote on [[m:Special:MyLanguage/Community Wishlist/Focus areas|Focus Areas]], which are groups of wishes that share a problem. Focus Areas were created for the newly reopened Community Wishlist, which is now open year-round for submissions. The first batch of focus areas are specific to moderator workflows, around welcoming newcomers, minimizing repetitive tasks, and prioritizing tasks. Once volunteers have reviewed and voted on focus areas, the Foundation will then review and select focus areas for prioritization. * Do you have a project and are willing to provide a three (3) month mentorship for an intern? [[mw:Special:MyLanguage/Outreachy|Outreachy]] is a twice a year program for people to participate in a paid internship that will start in December 2024 and end in early March 2025, and they need mentors and projects to work on. Projects can be focused on coding or non-coding (design, documentation, translation, research). See the Outreachy page for more details, and a list of past projects since 2013. '''Learn more''' * If you're curious about the product and technology improvements made by the Wikimedia Foundation last year, read [[diffblog:2024/08/21/wikimedia-foundation-product-technology-improving-the-user-experience/|this recent highlights summary on Diff]]. * To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Ohrid - Day 2 - Community Configuration - Shaping On-Wiki Functionality Together.webm|Community Configuration - Shaping On-Wiki Functionality Together]] (55 mins) - about the [[mw:Special:MyLanguage/Community Configuration|Community Configuration]] project. ** [[c:File:Wikimania 2024 - Belgrade - Day 1 - Future of MediaWiki. A sustainable platform to support a collaborative user base and billions of page views.webm|Future of MediaWiki. A sustainable platform to support a collaborative user base and billions of page views]] (30 mins) - an overview for both technical and non technical audiences, covering some of the challenges and open questions, related to the [[mw:MediaWiki Product Insights|platform evolution, stewardship and developer experiences]] research. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:33, 26 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27341211 --> == Tech News: 2024-36 == <section begin="technews-2024-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/36|Translations]] are available. '''Weekly highlight''' * Editors and volunteer developers interested in data visualisation can now test the new software for charts. Its early version is available on beta Commons and beta Wikipedia. This is an important milestone before making charts available on regular wikis. You can [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|read more about this project update]] and help to test the charts. '''Feature news''' * Editors who use the [[{{#special:Unusedtemplates}}]] page can now filter out pages which are expected to be there permanently, such as sandboxes, test-cases, and templates that are always substituted. Editors can add the new magic word [[mw:Special:MyLanguage/Help:Magic words#EXPECTUNUSEDTEMPLATE|<code dir="ltr"><nowiki>__EXPECTUNUSEDTEMPLATE__</nowiki></code>]] to a template page to hide it from the listing. Thanks to Sophivorus and DannyS712 for these improvements. [https://phabricator.wikimedia.org/T184633] * Editors who use the New Topic tool on discussion pages, will [[phab:T334163|now be reminded]] to add a section header, which should help reduce the quantity of newcomers who add sections without a header. You can read more about that, and {{formatnum:28}} other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. * Last week, some Toolforge tools had occasional connection problems. The cause is still being investigated, but the problems have been resolved for now. [https://phabricator.wikimedia.org/T373243] * Translation administrators at multilingual wikis, when editing multiple translation units, can now easily mark which changes require updates to the translation. This is possible with the [[phab:T298852#10087288|new dropdown menu]]. '''Project updates''' * A new draft text of a policy discussing the use of Wikimedia's APIs [[m:Special:MyLanguage/API Policy Update 2024|has been published on Meta-Wiki]]. The draft text does not reflect a change in policy around the APIs; instead, it is an attempt to codify existing API rules. Comments, questions, and suggestions are welcome on [[m:Talk:API Policy Update 2024|the proposed update’s talk page]] until September 13 or until those discussions have concluded. '''Learn more''' * To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Ohrid - Day 2 - Charts, the successor of Graphs - A secure and extensible tool for data visualization.webm|Charts, the successor of Graphs - A secure and extensible tool for data visualization]] (25 mins) – about the above-mentioned Charts project. ** [[c:File:Wikimania 2024 - Ohrid - Day 3 - State of Language Technology and Onboarding at Wikimedia.webm|State of Language Technology and Onboarding at Wikimedia]] (90 mins) – about some of the language tools that support Wikimedia sites, such as [[mw:Special:MyLanguage/Content translation|Content]]/[[mw:Special:MyLanguage/Content translation/Section translation|Section Translation]], [[mw:Special:MyLanguage/MinT|MinT]], and LanguageConverter; also the current state and future of languages onboarding. [https://phabricator.wikimedia.org/T368772] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:07, 3 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27390268 --> == Tech News: 2024-37 == <section begin="technews-2024-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/37|Translations]] are available. '''Feature news''' * Starting this week, the standard [[mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighter]] will receive new colors that make them compatible in dark mode. This is the first of many changes to come as part of a major upgrade to syntax highlighting. You can learn more about what's to come on the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|help page]]. [https://phabricator.wikimedia.org/T365311][https://phabricator.wikimedia.org/T259059] * Editors of wikis using Wikidata will now be notified of only relevant Wikidata changes in their watchlist. This is because the Lua functions <bdi lang="zxx" dir="ltr"><code>entity:getSitelink()</code></bdi> and <bdi lang="zxx" dir="ltr"><code>mw.wikibase.getSitelink(qid)</code></bdi> will have their logic unified for tracking different aspects of sitelinks to reduce junk notifications from [[m:Wikidata For Wikimedia Projects/Projects/Watchlist Wikidata Sitelinks Tracking|inconsistent sitelinks tracking]]. [https://phabricator.wikimedia.org/T295356] '''Project updates''' * Users of all Wikis will have access to Wikimedia sites as read-only for a few minutes on September 25, starting at 15:00 UTC. This is a planned datacenter switchover for maintenance purposes. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T370962] * Contributors of [[phab:T363538#10123348|11 Wikipedias]], including English will have a new <bdi lang="zxx" dir="ltr"><code>MOS</code></bdi> namespace added to their Wikipedias. This improvement ensures that links beginning with <bdi lang="zxx" dir="ltr"><code>MOS:</code></bdi> (usually shortcuts to the [[w:en:Wikipedia:Manual of Style|Manual of Style]]) are not broken by [[w:en:Mooré|Mooré]] Wikipedia (language code <bdi lang="zxx" dir="ltr"><code>mos</code></bdi>). [https://phabricator.wikimedia.org/T363538] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:52, 9 September 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27424457 --> == Tech News: 2024-38 == <section begin="technews-2024-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/38|Translations]] are available. '''Improvements and Maintenance''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Editors interested in templates can help by reading the latest Wishlist focus area, [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template recall and discovery]], and share your feedback on the talkpage. This input helps the Community Tech team to decide the right technical approach to build. Everyone is also encouraged to continue adding [[m:Special:MyLanguage/Community Wishlist|new wishes]]. * The new automated [[{{#special:NamespaceInfo}}]] page helps editors understand which [[mw:Special:MyLanguage/Help:Namespaces|namespaces]] exist on each wiki, and some details about how they are configured. Thanks to DannyS712 for these improvements. [https://phabricator.wikimedia.org/T263513] * [[mw:Special:MyLanguage/Help:Edit check#Reference check|References Check]] is a feature that encourages editors to add a citation when they add a new paragraph to a Wikipedia article. For a short time, the corresponding tag "Edit Check (references) activated" was erroneously being applied to some edits outside of the main namespace. This has been fixed. [https://phabricator.wikimedia.org/T373692] * It is now possible for a wiki community to change the order in which a page’s categories are displayed on their wiki. By default, categories are displayed in the order they appear in the wikitext. Now, wikis with a consensus to do so can [[m:Special:MyLanguage/Requesting wiki configuration changes|request]] a configuration change to display them in alphabetical order. [https://phabricator.wikimedia.org/T373480] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Tool authors can now access ToolsDB's [[wikitech:Portal:Data Services#ToolsDB|public databases]] from both [[m:Special:MyLanguage/Research:Quarry|Quarry]] and [[wikitech:Superset|Superset]]. Those databases have always been accessible to every [[wikitech:Portal:Toolforge|Toolforge]] user, but they are now more broadly accessible, as Quarry can be accessed by anyone with a Wikimedia account. In addition, Quarry's internal database can now be [[m:Special:MyLanguage/Research:Quarry#Querying Quarry's own database|queried from Quarry itself]]. This database contains information about all queries that are being run and starred by users in Quarry. This information was already public through the web interface, but you can now query it using SQL. You can read more about that, and {{formatnum:20}} other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. * Any pages or tools that still use the very old CSS classes <bdi lang="zxx" dir="ltr"><code>mw-message-box</code></bdi> need to be updated. These old classes will be removed next week or soon afterwards. Editors can use a [https://global-search.toolforge.org/?q=mw-message-box&regex=1&namespaces=&title= global-search] to determine what needs to be changed. It is possible to use the newer <bdi lang="zxx" dir="ltr"><code>cdx-message</code></bdi> group of classes as a replacement (see [https://doc.wikimedia.org/codex/latest/components/demos/message.html#css-only-version the relevant Codex documentation], and [https://meta.wikimedia.org/w/index.php?title=Tech/Header&diff=prev&oldid=27449042 an example update]), but using locally defined onwiki classes would be best. [https://phabricator.wikimedia.org/T374499] '''Technical project updates''' * Next week, all Wikimedia wikis will be read-only for a few minutes. This will start on September 25 at [https://zonestamp.toolforge.org/1727276400 15:00 UTC]. This is a planned datacenter switchover for maintenance purposes. [[m:Special:MyLanguage/Tech/Server switch|This maintenance process also targets other services.]] The previous switchover took 3 minutes, and the Site Reliability Engineering teams use many tools to make sure that this essential maintenance work happens as quickly as possible. [https://phabricator.wikimedia.org/T370962] '''Tech in depth''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/August 2024|MediaWiki Product Insights newsletter]] is available. This edition includes details about: research about [[mw:Special:MyLanguage/Manual:Hooks|hook]] handlers to help simplify development, research about performance improvements, work to improve the REST API for end-users, and more. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Auditorium Kyiv - Day 4 - Hackathon Showcase.webm|Hackathon Showcase]] (45 mins) - 19 short presentations by some of the Hackathon participants, describing some of the projects they worked on, such as automated testing of maintenance scripts, a video-cutting command line tool, and interface improvements for various tools. There are [[phab:T369234|more details and links available]] in the Phabricator task. ** [[c:File:Co-Creating a Sustainable Future for the Toolforge Ecosystem.webm|Co-Creating a Sustainable Future for the Toolforge Ecosystem]] (40 mins) - a roundtable discussion for tool-maintainers, users, and supporters of Toolforge about how to make the platform sustainable and how to evaluate the tools available there. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:02, 17 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27460876 --> == Tech News: 2024-39 == <section begin="technews-2024-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/39|Translations]] are available. '''Weekly highlight''' * All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only]] for a few minutes on Wednesday September 25 at [https://zonestamp.toolforge.org/1727276400 15:00 UTC]. Reading the wikis will not be interrupted, but editing will be paused. These twice-yearly processes allow WMF's site reliability engineering teams to remain prepared to keep the wikis functioning even in the event of a major interruption to one of our data centers. '''Updates for editors''' [[File:Add alt text from a halfsheet, with the article behind.png|thumb|A screenshot of the interface for the Alt Text suggested-edit feature]] * Editors who use the iOS Wikipedia app in Spanish, Portuguese, French, or Chinese, may see the [[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits project/Alt Text Experiment|Alt Text suggested-edit experiment]] after editing an article, or completing a suggested edit using "[[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits project#Hypothesis 2 Add an Image Suggested Edit|Add an image]]". Alt-text helps people with visual impairments to read Wikipedia articles. The team aims to learn if adding alt-text to images is a task that editors can be successful with. Please share any feedback on [[mw:Talk:Wikimedia Apps/iOS Suggested edits project/Alt Text Experiment|the discussion page]]. * The Codex color palette has been updated with new and revised colors for the MediaWiki user interfaces. The [[mw:Special:MyLanguage/Design System Team/Color/Design documentation#Updates|most noticeable changes]] for editors include updates for: dark mode colors for Links and for quiet Buttons (progressive and destructive), visited Link colors for both light and dark modes, and background colors for system-messages in both light and dark modes. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] It is now possible to include clickable wikilinks and external links inside code blocks. This includes links that are used within <code><nowiki><syntaxhighlight></nowiki></code> tags and on code pages (JavaScript, CSS, Scribunto and Sanitized CSS). Uses of template syntax <code><nowiki>{{…}}</nowiki></code> are also linked to the template page. Thanks to SD0001 for these improvements. [https://phabricator.wikimedia.org/T368166] * Two bugs were fixed in the [[m:Special:MyLanguage/Account vanishing|GlobalVanishRequest]] system by improving the logging and by removing an incorrect placeholder message. [https://phabricator.wikimedia.org/T370595][https://phabricator.wikimedia.org/T372223] * View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] From [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]]: ** The API now enables 5,000 on-demand API requests per month and twice-monthly HTML snapshots freely (gratis and libre). More information on the updates and also improvements to the software development kits (SDK) are explained on [https://enterprise.wikimedia.com/blog/enhanced-free-api/ the project's blog post]. While Wikimedia Enterprise APIs are designed for high-volume commercial reusers, this change enables many more community use-cases to be built on the service too. ** The Snapshot API (html dumps) have added beta Structured Contents endpoints ([https://enterprise.wikimedia.com/blog/structured-contents-snapshot-api/ blog post on that]) as well as released two beta datasets (English and French Wikipedia) from that endpoint to Hugging Face for public use and feedback ([https://enterprise.wikimedia.com/blog/hugging-face-dataset/ blog post on that]). These pre-parsed data sets enable new options for researchers, developers, and data scientists to use and study the content. '''In depth''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The Wikidata Query Service (WDQS) is used to get answers to questions using the Wikidata data set. As Wikidata grows, we had to make a major architectural change so that WDQS could remain performant. As part of the [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS graph split|WDQS Graph Split project]], we have new SPARQL endpoints available for serving the "[https://query-scholarly.wikidata.org scholarly]" and "[https://query-main.wikidata.org main]" subgraphs of Wikidata. The [http://query.wikidata.org query.wikidata.org endpoint] will continue to serve the full Wikidata graph until March 2025. After this date, it will only serve the main graph. For more information, please see [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/September 2024 scaling update|the announcement on Wikidata]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:36, 23 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27493779 --> == Tech News: 2024-40 == <section begin="technews-2024-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/40|Translations]] are available. '''Updates for editors''' * Readers of [[phab:T375401|42 more wikis]] can now use Dark Mode. If the option is not yet available for logged-out users of your wiki, this is likely because many templates do not yet display well in Dark Mode. Please use the [https://night-mode-checker.wmcloud.org/ night-mode-checker tool] if you are interested in helping to reduce the number of issues. The [[mw:Special:MyLanguage/Recommendations for night mode compatibility on Wikimedia wikis|recommendations page]] provides guidance on this. Dark Mode is enabled on additional wikis once per month. * Editors using the 2010 wikitext editor as their default can access features from the 2017 wikitext editor by adding <code dir=ltr>?veaction=editsource</code> to the URL. If you would like to enable the 2017 wikitext editor as your default, it can be set in [[Special:Preferences#mw-input-wpvisualeditor-newwikitext|your preferences]]. [https://phabricator.wikimedia.org/T239796] * For logged-out readers using the Vector 2022 skin, the "donate" link has been moved from a collapsible menu next to the content area into a more prominent top menu, next to "Create an account". This restores the link to the level of prominence it had in the Vector 2010 skin. [[mw:Readers/2024 Reader and Donor Experiences#Donor Experiences (Key Result WE 3.2 and the related hypotheses)|Learn more]] about the changes related to donor experiences. [https://phabricator.wikimedia.org/T373585] * The CampaignEvents extension provides tools for organizers to more easily manage events, communicate with participants, and promote their events on the wikis. The extension has been [[m:Special:MyLanguage/CampaignEvents/Deployment status|enabled]] on Arabic Wikipedia, Igbo Wikipedia, Swahili Wikipedia, and Meta-Wiki. [[w:zh:Wikipedia:互助客栈/其他#引進CampaignEvents擴充功能|Chinese Wikipedia has decided]] to enable the extension, and discussions on the extension are in progress [[w:es:Wikipedia:Votaciones/2024/Sobre la política de Organizadores de Eventos|on Spanish Wikipedia]] and [[d:Wikidata:Project chat#Enabling the CampaignEvents Extention on Wikidata|on Wikidata]]. To learn how to enable the extension on your wiki, you can visit [[m:Special:MyLanguage/CampaignEvents|the CampaignEvents page on Meta-Wiki]]. * View all {{formatnum:22}} community-submitted {{PLURAL:22|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers with an account on Wikitech-wiki should [[wikitech:Wikitech/SUL-migration|check if any action is required]] for their accounts. The wiki is being changed to use the single-user-login (SUL) system, and other configuration changes. This change will help reduce the overall complexity for the weekly software updates across all our wikis. '''In depth''' * The [[m:Special:MyLanguage/Tech/Server switch|server switch]] was completed successfully last week with a read-only time of [[wikitech:Switch Datacenter#Past Switches|only 2 minutes 46 seconds]]. This periodic process makes sure that engineers can switch data centers and keep all of the wikis available for readers, even if there are major technical issues. It also gives engineers a chance to do maintenance and upgrades on systems that normally run 24 hours a day, and often helps to reveal weaknesses in the infrastructure. The process involves dozens of software services and hundreds of hardware servers, and requires multiple teams working together. Work over the past few years has reduced the time from 17 minutes down to 2–3 minutes. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/66ZW7B2MG63AESQVTXDIFQBDBS766JGW/] '''Meetings and events''' * October 4–6: [[m:Special:MyLanguage/WikiIndaba conference 2024|WikiIndaba Conference's Hackathon]] in Johannesburg, South Africa * November 4–6: [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2024|MediaWiki Users and Developers Conference Fall 2024]] in Vienna, Austria '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:20, 30 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27530062 --> == Tech News: 2024-41 == <section begin="technews-2024-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/41|Translations]] are available. '''Weekly highlight''' * Communities can now request installation of [[mw:Special:MyLanguage/Moderator Tools/Automoderator|Automoderator]] on their wiki. Automoderator is an automated anti-vandalism tool that reverts bad edits based on scores from the new "Revert Risk" machine learning model. You can [[mw:Special:MyLanguage/Extension:AutoModerator/Deploying|read details about the necessary steps]] for installation and configuration. [https://phabricator.wikimedia.org/T336934] '''Updates for editors''' * Translators in wikis where [[mw:Special:MyLanguage/Content translation/Section translation#Try the tool|the mobile experience of Content Translation is available]], can now customize their articles suggestion list from 41 filtering options when using the tool. This topic-based article suggestion feature makes it easy for translators to self-discover relevant articles based on their area of interest and translate them. You can [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&active-list=suggestions try it with your mobile device]. [https://phabricator.wikimedia.org/T368422] * View all {{formatnum:12}} community-submitted {{PLURAL:12|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * It is now possible for <bdi lang="zxx" dir="ltr"><code><nowiki><syntaxhighlight></nowiki></code></bdi> code blocks to offer readers a "Copy" button if the <bdi lang="zxx" dir="ltr"><code><nowiki>copy=1</nowiki></code></bdi> attribute is [[mw:Special:MyLanguage/Extension:SyntaxHighlight#copy|set on the tag]]. Thanks to SD0001 for these improvements. [https://phabricator.wikimedia.org/T40932] * Customized copyright footer messages on all wikis will be updated. The new versions will use wikitext markup instead of requiring editing raw HTML. [https://phabricator.wikimedia.org/T375789] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Later this month, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] will be rolled out on several pilot wikis. The final list of the wikis will be published in the second half of the month. If you maintain any tools, bots, or gadgets on [[phab:T376499|these 11 wikis]], and your software is using data about IP addresses or is available for logged-out users, please check if it needs to be updated to work with temporary accounts. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|Guidance on how to update the code is available]]. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Rate limiting has been enabled for the code review tools [[Wikitech:Gerrit|Gerrit]] and [[Wikitech:GitLab|GitLab]] to address ongoing issues caused by malicious traffic and scraping. Clients that open too many concurrent connections will be restricted for a few minutes. This rate limiting is managed through [[Wikitech:nftables|nftables]] firewall rules. For more details, see Wikitech's pages on [[Wikitech:Firewall#Throttling with nftables|Firewall]], [[Wikitech:GitLab/Abuse and rate limiting|GitLab limits]] and [[Wikitech:Gerrit/Operations#Throttling IPs|Gerrit operations]]. * Five new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q49224|Komering]] ([[w:kge:|<code>w:kge:</code>]]) [https://phabricator.wikimedia.org/T374813] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q36096|Mooré]] ([[m:mos:|<code>m:mos:</code>]]) [https://phabricator.wikimedia.org/T374641] ** a {{int:project-localized-name-group-wiktionary}} in [[d:Q36213|Madurese]] ([[wikt:mad:|<code>wikt:mad:</code>]]) [https://phabricator.wikimedia.org/T374968] ** a {{int:project-localized-name-group-wikiquote}} in [[d:Q2501174|Gorontalo]] ([[q:gor:|<code>q:gor:</code>]]) [https://phabricator.wikimedia.org/T375088] ** a {{int:project-localized-name-group-wikinews}} in [[d:Q56482|Shan]] ([[n:shn:|<code>n:shn:</code>]]) [https://phabricator.wikimedia.org/T375430] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:42, 7 October 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27557422 --> == Tech News: 2024-42 == <section begin="technews-2024-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/42|Translations]] are available. '''Updates for editors''' * The Structured Discussion extension (also known as Flow) is starting to be removed. This extension is unmaintained and causes issues. It will be replaced by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]], which is used on any regular talk page. [[mw:Special:MyLanguage/Structured Discussions/Deprecation#Deprecation timeline|A first set of wikis]] are being contacted. These wikis are invited to stop using Flow, and to move all Flow boards to sub-pages, as archives. At these wikis, a script will move all Flow pages that aren't a sub-page to a sub-page automatically, starting on 22 October 2024. On 28 October 2024, all Flow boards at these wikis will be set in read-only mode. [https://www.mediawiki.org/wiki/Structured_Discussions/Deprecation][https://phabricator.wikimedia.org/T370722] * WMF's Search Platform team is working on making it easier for readers to perform text searches in their language. A [[phab:T332342|change last week]] on over 30 languages makes it easier to find words with accents and other diacritics. This applies to both full-text search and to types of advanced search such as the <bdi lang="en" dir="ltr">''hastemplate''</bdi> and <bdi lang="en" dir="ltr">''incategory''</bdi> keywords. More technical details (including a few other minor search upgrades) are available. [https://www.mediawiki.org/wiki/User:TJones_%28WMF%29/Notes/Language_Analyzer_Harmonization_Notes#ASCII-folding/ICU-folding_%28T332342%29] * View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[mw:Special:MyLanguage/Help:Edit check|EditCheck]] was installed at Russian Wikipedia, and fixes were made for some missing user interface styles. '''Updates for technical contributors''' * Editors who use the Toolforge tool [[toolforge:copyvios|Earwig's Copyright Violation Detector]] will now be required to log in with their Wikimedia account before running checks using the "search engine" option. This change is needed to help prevent external bots from misusing the system. Thanks to Chlod for these improvements. [https://en.wikipedia.org/wiki/Wikipedia_talk:New_pages_patrol/Reviewers#Authentication_is_now_required_for_search_engine_checks_on_Earwig's_Copyvio_Tool] * [[m:Special:MyLanguage/Phabricator|Phabricator]] users can create tickets and add comments on existing tickets via Email again. [[mw:Special:MyLanguage/Phabricator/Help#Using email|Sending email to Phabricator]] has been fixed. [https://phabricator.wikimedia.org/T356077] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Some HTML elements in the interface are now wrapped with a <code><nowiki><bdi></nowiki></code> element, to make our HTML output more aligned with Web standards. More changes like this will be coming in future weeks. This change might break some tools that rely on the previous HTML structure of the interface. Note that relying on the HTML structure of the interface is [[mw:Special:MyLanguage/Stable interface policy/Frontend#What is not stable?|not recommended]] and might break at any time. [https://phabricator.wikimedia.org/T375975] '''In depth''' * The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/September 2024|MediaWiki Product Insights newsletter]] is available. This edition includes: updates on Wikimedia's authentication system, research to simplify feature development in the MediaWiki platform, updates on Parser Unification and MathML rollout, and more. * The latest quarterly [[mw:Technical Community Newsletter/2024/October|Technical Community Newsletter]] is now available. This edition include: research about improving topic suggestions related to countries, improvements to PHPUnit tests, and more. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:21, 14 October 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27597254 --> == Tech News: 2024-43 == <section begin="technews-2024-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/43|Translations]] are available. '''Weekly highlight''' * The Mobile Apps team has released an [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Navigation Refresh#Phase 1: Creating a user Profile Menu (T373714)|update]] to the iOS app's navigation, and it is now available in the latest App store version. The team added a new Profile menu that allows for easy access to editor features like Notifications and Watchlist from the Article view, and brings the "Donate" button into a more accessible place for users who are reading an article. This is the first phase of a larger planned [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Navigation Refresh|navigation refresh]] to help the iOS app transition from a primarily reader-focused app, to an app that fully supports reading and editing. The Wikimedia Foundation has added more editing features and support for on-wiki communication based on volunteer requests in recent years. [[File:IOS App Navigation refresh first phase 05.png|thumb|iOS Wikipedia App's profile menu and contents]] '''Updates for editors''' * Wikipedia readers can now download a browser extension to experiment with some early ideas on potential features that recommend articles for further reading, automatically summarize articles, and improve search functionality. For more details and to stay updated, check out the Web team's [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments|Content Discovery Experiments page]] and [[mw:Special:MyLanguage/Newsletter:Web team's projects|subscribe to their newsletter]]. * Later this month, logged-out editors of [[phab:T376499|these 12 wikis]] will start to have [[mw:Special:Mylanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] created. The list may slightly change - some wikis may be removed but none will be added. Temporary account is a new [[mw:Special:MyLanguage/User account types|type of user account]]. It enhances the logged-out editors' privacy and makes it easier for community members to communicate with them. If you maintain any tools, bots, or gadgets on these 12 wikis, and your software is using data about IP addresses or is available for logged-out users, please check if it needs to be updated to work with temporary accounts. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|Guidance on how to update the code is available]]. Read more about the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|deployment plan across all wikis]]. * View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[w:nr:Main Page|South Ndebele]], [[w:rsk:Главни бок|Pannonian Rusyn]], [[w:ann:Uwu|Obolo]], [[w:iba:Lambar Keterubah|Iban]] and [[w:tdd:ᥞᥨᥝᥴ ᥘᥣᥲ ᥖᥥᥰ|Tai Nüa]] Wikipedia languages were created last week. [https://www.wikidata.org/wiki/Q36785][https://www.wikidata.org/wiki/Q35660][https://www.wikidata.org/wiki/Q36614][https://www.wikidata.org/wiki/Q33424][https://www.wikidata.org/wiki/Q36556] * It is now possible to create functions on Wikifunctions using Wikidata lexemes, through the new [[f:Z6005|Wikidata lexeme type]] launched last week. When you go to one of these functions, the user interface provides a lexeme selector that helps you pick a lexeme from Wikidata that matches the word you type. After hitting run, your selected lexeme is retrieved from Wikidata, transformed into a Wikidata lexeme type, and passed into the selected function. Read more about this in [[f:Special:MyLanguage/Wikifunctions:Status updates/2024-10-17#Function of the Week: select representation from lexeme|the latest Wikifunctions newsletter]]. '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Users of the Wikimedia sites can now format dates more easily in different languages with the new <code dir="ltr">{{[[mw:Special:MyLanguage/Help:Extension:ParserFunctions##timef|#timef]]:…}}</code> parser function. For example, <code dir="ltr"><nowiki>{{#timef:now|date|en}}</nowiki></code> will show as "<bdi lang="en" dir="ltr">{{#timef:now|date|en}}</bdi>". Previously, <code dir="ltr"><nowiki>{{#time:…}}</nowiki></code> could be used to format dates, but this required knowledge of the order of the time and date components and their intervening punctuation. <code dir="ltr">#timef</code> (or <code dir="ltr">#timefl</code> for local time) provides access to the standard date formats that MediaWiki uses in its user interface. This may help to simplify some templates on multi-lingual wikis like Commons and Meta. [https://phabricator.wikimedia.org/T223772][https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:ParserFunctions##timef] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Commons and Meta users can now efficiently [[mw:Special:MyLanguage/Help:Magic words#Localization|retrieve the user's language]] using <code dir="ltr"><nowiki>{{USERLANGUAGE}}</nowiki></code> instead of using <code dir="ltr"><nowiki>{{int:lang}}</nowiki></code>. [https://phabricator.wikimedia.org/T4085] * The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Tech Advisory Council]] (PTAC) now has its pilot members with representation across Africa, Asia, Europe, North America and South America. They will work to address the [[Special:MyLanguage/Movement Strategy/Initiatives/Technology Council|Movement Strategy's Technology Council]] initiative of having a co-defined and more resilient technological platform. [https://meta.wikimedia.org/wiki/Movement_Strategy/Initiatives/Technology_Council] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/32|Growth newsletter]] is available. It includes: an upcoming Newcomer Homepage Community Updates module, new Community Configuration options, and details on new projects. * The Wikimedia Foundation is [[mw:Special:MyLanguage/Wikimedia Security Team#CNA Partnership|now an official partner of the CVE program]], which is an international effort to catalog publicly disclosed cybersecurity vulnerabilities. This partnership will allow the Security Team to instantly publish [[w:en:Common Vulnerabilities and Exposures|common vulnerabilities and exposures]] (CVE) records that are affecting MediaWiki core, extensions, and skins, along with any other code the Foundation is a steward of. * The [[m:Special:MyLanguage/Community Wishlist|Community Wishlist]] is now [[m:Community Wishlist/Updates#October 16, 2024: Conversations Made Easier: Machine-Translated Wishes Are Here!|testing machine translations]] for Wishlist content. Volunteers can now read machine-translated versions of wishes and dive into discussions even before translators arrive to translate content. '''Meetings and events''' * 24 October - Wiki Education Speaker Series Webinar - [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/N4XTB4G55BUY3M3PNGUAKQWJ7A4UOPAK/ Open Source Tech: Building the Wiki Education Dashboard], featuring Wikimedia interns and a Web developer in the panel. * 20–22 December 2024 - [[m:Special:MyLanguage/Indic Wikimedia Hackathon Bhubaneswar 2024|Indic Wikimedia Hackathon Bhubaneswar 2024]] in Odisha, India. A hackathon for community members, including developers, designers and content editors, to build technical solutions that improve contributors' experiences. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:52, 21 October 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27634672 --> == Tech News: 2024-44 == <section begin="technews-2024-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/44|Translations]] are available. '''Updates for editors''' * Later in November, the Charts extension will be deployed to the test wikis in order to help identify and fix any issue. A security review is underway to then enable deployment to pilot wikis for broader testing. You can read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates#October 2024: Working towards production deployment|the October project update]] and see the [https://en.wikipedia.beta.wmflabs.org/wiki/Charts latest documentation and examples on Beta Wikipedia]. * View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[w:en:PediaPress|Pediapress.com]], an external service that creates books from Wikipedia, can now use [[mw:Special:MyLanguage/Wikimedia Maps|Wikimedia Maps]] to include existing pre-rendered infobox map images in their printed books on Wikipedia. [https://phabricator.wikimedia.org/T375761] '''Updates for technical contributors''' * Wikis can use [[:mw:Special:MyLanguage/Extension:GuidedTour|the Guided Tour extension]] to help newcomers understand how to edit. The Guided Tours extension now works with [[mw:Special:MyLanguage/Manual:Dark mode|dark mode]]. Guided Tour maintainers can check their tours to see that nothing looks odd. They can also set <code>emitTransitionOnStep</code> to <code>true</code> to fix an old bug. They can use the new flag <code>allowAutomaticBack</code> to avoid back-buttons they don't want. [https://phabricator.wikimedia.org/T73927#10241528] * Administrators in the Wikimedia projects who use the [[mw:Special:MyLanguage/Help:Extension:Nuke|Nuke Extension]] will notice that mass deletions done with this tool have the "Nuke" tag. This change will make reviewing and analyzing deletions performed with the tool easier. [https://phabricator.wikimedia.org/T366068] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:56, 28 October 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27668811 --> == Tech News: 2024-45 == <section begin="technews-2024-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/45|Translations]] are available. '''Updates for editors''' * Stewards can now make [[m:Special:MyLanguage/Global blocks|global account blocks]] cause global [[mw:Special:MyLanguage/Autoblock|autoblocks]]. This will assist stewards in preventing abuse from users who have been globally blocked. This includes preventing globally blocked temporary accounts from exiting their session or switching browsers to make subsequent edits for 24 hours. Previously, temporary accounts could exit their current session or switch browsers to continue editing. This is an anti-abuse tool improvement for the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] project. You can read more about the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|progress on key features for temporary accounts]]. [https://phabricator.wikimedia.org/T368949] * Wikis that have the [[m:Special:MyLanguage/CampaignEvents/Deployment status|CampaignEvents extension enabled]] can now use the [[m:Special:MyLanguage/Campaigns/Foundation Product Team/Event list#October 29, 2024: Collaboration List launched|Collaboration List]] feature. This list provides a new, easy way for contributors to learn about WikiProjects on their wikis. Thanks to the Campaign team for this work that is part of [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2024-2025/Product %26 Technology OKRs#WE KRs|the 2024/25 annual plan]]. If you are interested in bringing the CampaignEvents extension to your wiki, you can [[m:Special:MyLanguage/CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|follow these steps]] or you can reach out to User:Udehb-WMF for help. * The text color for red links will be slightly changed later this week to improve their contrast in light mode. [https://phabricator.wikimedia.org/T370446] * View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, on multilingual wikis, users [[phab:T216368|can now]] hide translations from the WhatLinksHere special page. '''Updates for technical contributors''' * XML [[m:Special:MyLanguage/Data dumps|data dumps]] have been temporarily paused whilst a bug is investigated. [https://lists.wikimedia.org/hyperkitty/list/xmldatadumps-l@lists.wikimedia.org/message/BXWJDPO5QI2QMBCY7HO36ELDCRO6HRM4/] '''In depth''' * Temporary Accounts have been deployed to six wikis; thanks to the Trust and Safety Product team for [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|this work]], you can read about [[phab:T340001|the deployment plans]]. Beginning next week, Temporary Accounts will also be enabled on [[phab:T378336|seven other projects]]. If you are active on these wikis and need help migrating your tools, please reach out to [[m:User:Udehb-WMF|User:Udehb-WMF]] for assistance. * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2024/October|Language and Internationalization newsletter]] is available. It includes: New languages supported in translatewiki or in MediaWiki; New keyboard input methods for some languages; details about recent and upcoming meetings, and more. '''Meetings and events''' * [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2024|MediaWiki Users and Developers Conference Fall 2024]] is happening in Vienna, Austria and online from 4 to 6 November 2024. The conference will feature discussions around the usage of MediaWiki software by and within companies in different industries and will inspire and onboard new users. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:50, 4 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27693917 --> == Tech News: 2024-46 == <section begin="technews-2024-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/46|Translations]] are available. '''Updates for editors''' * On wikis with the [[mw:Special:MyLanguage/Help:Extension:Translate|Translate extension]] enabled, users will notice that the FuzzyBot will now automatically create translated versions of categories used on translated pages. [https://phabricator.wikimedia.org/T285463] * View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the submitted task to use the [[mw:Special:MyLanguage/Extension:SecurePoll|SecurePoll extension]] for English Wikipedia's special [[w:en:Wikipedia:Administrator elections|administrator election]] was resolved on time. [https://phabricator.wikimedia.org/T371454] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] In <code dir="ltr">[[mw:MediaWiki_1.44/wmf.2|1.44.0-wmf-2]]</code>, the logic of Wikibase function <code>getAllStatements</code> changed to behave like <code>getBestStatements</code>. Invoking the function now returns a copy of values which are immutable. [https://phabricator.wikimedia.org/T270851] * [https://en.wikipedia.org/api/rest_v1/ Wikimedia REST API] users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. The API will be rerouting some page content endpoints from RESTbase to the newer [[mw:Special:MyLanguage/API:REST API|MediaWiki REST API]] endpoints. The [[phab:T374683|impacted endpoints]] include getting page/revision metadata and rendered HTML content. These changes will be available on testwiki later this week, with other projects to follow. This change should not affect existing functionality, but active users of the impacted endpoints should verify behavior on testwiki, and raise any concerns on the related [[phab:T374683|Phabricator ticket]]. '''In depth''' * Admins and users of the Wikimedia projects [[mw:Special:MyLanguage/Moderator_Tools/Automoderator#Usage|where Automoderator is enabled]] can now monitor and evaluate important metrics related to Automoderator's actions. [https://superset.wmcloud.org/superset/dashboard/unified-automoderator-activity-dashboard/ This Superset dashboard] calculates and aggregates metrics about Automoderator's behaviour on the projects in which it is deployed. Thanks to the Moderator Tools team for this Dashboard; you can visit [[mw:Special:MyLanguage/Moderator Tools/Automoderator/Unified Activity Dashboard|the documentation page]] for more information about this work. [https://phabricator.wikimedia.org/T369488] '''Meetings and events''' * 21 November 2024 ([[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 8:00 UTC|8:00 UTC]] & [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 16:00 UTC|16:00 UTC]]) - [[c:Commons:WMF support for Commons/Commons community calls|Community call]] with Wikimedia Commons volunteers and stakeholders to help prioritize support efforts for 2025-2026 Fiscal Year. The theme of this call is how content should be organised on Wikimedia Commons. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:07, 12 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27732268 --> == Tech News: 2024-47 == <section begin="technews-2024-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/47|Translations]] are available. '''Updates for editors''' * Users of Wikimedia sites will now be warned when they create a [[mw:Special:MyLanguage/Help:Redirects|redirect]] to a page that doesn't exist. This will reduce the number of broken redirects to red links in our projects. [https://phabricator.wikimedia.org/T326057] * View all {{formatnum:42}} community-submitted {{PLURAL:42|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[mw:Special:MyLanguage/Manual:Pywikibot/Overview|Pywikibot]], which automates work on MediaWiki sites, was upgraded to 9.5.0 on Toolforge. [https://phabricator.wikimedia.org/T378676] '''Updates for technical contributors''' * On wikis that use the [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs extension]], pages created or moved by users with the appropriate permissions are marked as flagged automatically. This feature has not been working recently, and changes fixing it should be deployed this week. Thanks to Daniel and Wargo for working on this. [https://phabricator.wikimedia.org/T379218][https://phabricator.wikimedia.org/T368380] '''In depth''' * There is a new [https://diff.wikimedia.org/2024/11/05/say-hi-to-temporary-accounts-easier-collaboration-with-logged-out-editors-with-better-privacy-protection Diff post] about Temporary Accounts, available in more than 15 languages. Read it to learn about what Temporary Accounts are, their impact on different groups of users, and the plan to introduce the change on all wikis. '''Meetings and events''' * Technical volunteers can now register for the [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]], which will take place in Istanbul, Turkey. [https://pretix.eu/wikimedia/hackathon2025/ Application for travel and accommodation scholarships] is open from '''November 12 to December 10 2024'''. The registration for the event will close in mid-April 2025. The Wikimedia Hackathon is an annual gathering that unites the global technical community to collaborate on existing projects and explore new ideas. * Join the [[C:Special:MyLanguage/Commons:WMF%20support%20for%20Commons/Commons%20community%20calls|Wikimedia Commons community calls]] this week to help prioritize support for Commons which will be planned for 2025–2026. The theme will be how content should be organised on Wikimedia Commons. This is an opportunity for volunteers who work on different things to come together and talk about what matters for the future of the project. The calls will take place '''November 21, 2024, [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 8:00 UTC|8:00 UTC]] and [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 16:00 UTC|16:00 UTC]]'''. * A [[mw:Special:MyLanguage/Wikimedia_Language_and_Product_Localization/Community meetings#29 November 2024|Language community meeting]] will take place '''November 29, 16:00 UTC''' to discuss updates and technical problem-solving. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:00, 19 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27806858 --> == Tech News: 2024-48 == <section begin="technews-2024-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/48|Translations]] are available. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new version of the standard wikitext editor-mode [[mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighter]] will be available as a [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] later this week. This brings many new features and bug fixes, including right-to-left support, [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Template folding|template folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and an improved search panel. You can learn more on the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|help page]]. * The 2010 wikitext editor now supports common keyboard shortcuts such <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>B</code></bdi> for bold and <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>I</code></bdi> for italics. A full [[mw:Help:Extension:WikiEditor#Keyboard shortcuts|list of all six shortcuts]] is available. Thanks to SD0001 for this improvement. [https://phabricator.wikimedia.org/T62928] * Starting November 28, Flow/Structured Discussions pages will be automatically archived and set to read-only at the following wikis: <bdi>bswiki</bdi>{{int:comma-separator/en}}<bdi>elwiki</bdi>{{int:comma-separator/en}}<bdi>euwiki</bdi>{{int:comma-separator/en}}<bdi>fawiki</bdi>{{int:comma-separator/en}}<bdi>fiwiki</bdi>{{int:comma-separator/en}}<bdi>frwikiquote</bdi>{{int:comma-separator/en}}<bdi>frwikisource</bdi>{{int:comma-separator/en}}<bdi>frwikiversity</bdi>{{int:comma-separator/en}}<bdi>frwikivoyage</bdi>{{int:comma-separator/en}}<bdi>idwiki</bdi>{{int:comma-separator/en}}<bdi>lvwiki</bdi>{{int:comma-separator/en}}<bdi>plwiki</bdi>{{int:comma-separator/en}}<bdi>ptwiki</bdi>{{int:comma-separator/en}}<bdi>urwiki</bdi>{{int:comma-separator/en}}<bdi>viwikisource</bdi>{{int:comma-separator/en}}<bdi>zhwikisource</bdi>. This is done as part of [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|StructuredDiscussions deprecation work]]. If you need any assistance to archive your page in advance, please contact [[m:User:Trizek (WMF)|Trizek (WMF)]]. * View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a user creating a new AbuseFilter can now only set the filter to "protected" [[phab:T377765|if it includes a protected variable]]. '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]], which can be used in JavaScript, CSS, JSON, and Lua pages, [[phab:T377663|now offers]] live autocompletion. Thanks to SD0001 for this improvement. The feature can be temporarily disabled on a page by pressing <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>,</code></bdi> and un-selecting "<bdi lang="en" dir="ltr">Live Autocompletion</bdi>". * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Tool-maintainers who use the Graphite system for tracking metrics, need to migrate to the newer Prometheus system. They can check [https://grafana.wikimedia.org/d/K6DEOo5Ik/grafana-graphite-datasource-utilization?orgId=1 this dashboard] and the list in the Description of the [[phab:T350592|task T350592]] to see if their tools are listed, and they should claim metrics and dashboards connected to their tools. They can then disable or migrate all existing metrics by following the instructions in the task. The Graphite service will become read-only in April. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/KLUV4IOLRYXPQFWD6WKKJUHMWE77BMSZ/] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The [[mw:Special:MyLanguage/NewPP parser report|New PreProcessor parser performance report]] has been fixed to give an accurate count for the number of Wikibase entities accessed. It had previously been resetting after 400 entities. [https://phabricator.wikimedia.org/T279069] '''Meetings and events''' * A [[mw:Special:MyLanguage/Wikimedia_Language_and_Product_Localization/Community meetings#29 November 2024|Language community meeting]] will take place November 29 at [https://zonestamp.toolforge.org/1732896000 16:00 UTC]. There will be presentations on topics like developing language keyboards, the creation of the Mooré Wikipedia, the language support track at [[m:Wiki Indaba|Wiki Indaba]], and a report from the Wayuunaiki community on their experiences with the Incubator and as a new community over the last 3 years. This meeting will be in English and will also have Spanish interpretation. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:42, 25 November 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27847039 --> == Tech News: 2024-49 == <section begin="technews-2024-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/49|Translations]] are available. '''Updates for editors''' * Two new parser functions were added this week. The <code dir="ltr"><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic words#interwikilink|#interwikilink]]<nowiki>}}</nowiki></code> function adds an [[mw:Special:MyLanguage/Help:Links#Interwiki links|interwiki link]] and the <code dir="ltr"><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic words#interlanguagelink|#interlanguagelink]]<nowiki>}}</nowiki></code> function adds an [[mw:Special:MyLanguage/Help:Links#Interlanguage links|interlanguage link]]. These parser functions are useful on wikis where namespaces conflict with interwiki prefixes. For example, links beginning with <bdi lang="zxx" dir="ltr"><code>MOS:</code></bdi> on English Wikipedia [[phab:T363538|conflict with the <code>mos</code> language code prefix of Mooré Wikipedia]]. * Starting this week, Wikimedia wikis no longer support connections using old RSA-based HTTPS certificates, specifically rsa-2048. This change is to improve security for all users. Some older, unsupported browser or smartphone devices will be unable to connect; Instead, they will display a connectivity error. See the [[wikitech:HTTPS/Browser_Recommendations|HTTPS Browser Recommendations page]] for more-detailed information. All modern operating systems and browsers are always able to reach Wikimedia projects. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/CTYEHVNSXUD3NFAAMG3BLZVTVQWJXJAH/] * Starting December 16, Flow/Structured Discussions pages will be automatically archived and set to read-only at the following wikis: <bdi>arwiki</bdi>{{int:comma-separator/en}}<bdi>cawiki</bdi>{{int:comma-separator/en}}<bdi>frwiki</bdi>{{int:comma-separator/en}}<bdi>mediawikiwiki</bdi>{{int:comma-separator/en}}<bdi>orwiki</bdi>{{int:comma-separator/en}}<bdi>wawiki</bdi>{{int:comma-separator/en}}<bdi>wawiktionary</bdi>{{int:comma-separator/en}}<bdi>wikidatawiki</bdi>{{int:comma-separator/en}}<bdi>zhwiki</bdi>. This is done as part of [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|StructuredDiscussions deprecation work]]. If you need any assistance to archive your page in advance, please contact [[m:User:Trizek (WMF)|Trizek (WMF)]]. [https://phabricator.wikimedia.org/T380910] * This month the Chart extension was deployed to production and is now available on Commons and Testwiki. With the security review complete, pilot wiki deployment is expected to start in the first week of December. You can see a working version [[testwiki:Charts|on Testwiki]] and read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|the November project update]] for more details. * View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug with the "Download as PDF" system was fixed. [https://phabricator.wikimedia.org/T376438] '''Updates for technical contributors''' * In late February, temporary accounts will be rolled out on at least 10 large wikis. This deployment will have a significant effect on the community-maintained code. This is about Toolforge tools, bots, gadgets, and user scripts that use IP address data or that are available for logged-out users. The Trust and Safety Product team wants to identify this code, monitor it, and assist in updating it ahead of the deployment to minimize disruption to workflows. The team asks technical editors and volunteer developers to help identify such tools by adding them to [[mw:Trust and Safety Product/Temporary Accounts/For developers/Impacted tools|this list]]. In addition, review the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|updated documentation]] to learn how to adjust the tools. Join the discussions on the [[mw:Talk:Trust and Safety Product/Temporary Accounts|project talk page]] or in the [[discord:channels/221049808784326656/1227616742340034722|dedicated thread]] on the [[w:Wikipedia:Discord|Wikimedia Community Discord server (in English)]] for support and to share feedback. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:22, 2 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27873992 --> == Tech News: 2024-50 == <section begin="technews-2024-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/50|Translations]] are available. '''Weekly highlight''' * Technical documentation contributors can find updated resources, and new ways to connect with each other and the Wikimedia Technical Documentation Team, at the [[mw:Special:MyLanguage/Documentation|Documentation hub]] on MediaWiki.org. This page links to: resources for writing and improving documentation, a new <bdi lang="zxx" dir="ltr">#wikimedia-techdocs</bdi> IRC channel on libera.chat, a listing of past and upcoming documentation events, and ways to request a documentation consultation or review. If you have any feedback or ideas for improvements to the documentation ecosystem, please [[mw:Wikimedia Technical Documentation Team#Contact us|contact the Technical Documentation Team]]. '''Updates for editors''' [[File:Edit Check on Desktop.png|thumb|Layout change for the Edit Check feature]] * Later this week, [[mw:Special:MyLanguage/Edit check|Edit Check]] will be relocated to a sidebar on desktop. Edit check is the feature for new editors to help them follow policies and guidelines. This layout change creates space to present people with [[mw:Edit check#1 November 2024|new Checks]] that appear ''while'' they are typing. The [[mw:Special:MyLanguage/Edit check#Reference Check A/B Test|initial results]] show newcomers encountering Edit Check are 2.2 times more likely to publish a new content edit that includes a reference and is not reverted. * The Chart extension, which enables editors to create data visualizations, was successfully made available on MediaWiki.org and three pilot wikis (Italian, Swedish, and Hebrew Wikipedias). You can see a working examples [[testwiki:Charts|on Testwiki]] and read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|the November project update]] for more details. * Translators in wikis where the [[mw:Special:MyLanguage/Content translation/Section translation#Try the tool|mobile experience of Content Translation is available]], can now discover articles in Wikiproject campaigns of their interest from the "[https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&campaign=specialcx&filter-type=automatic&filter-id=collections&active-list=suggestions&from=es&to=en All collection]" category in the articles suggestion feature. Wikiproject Campaign organizers can use this feature, to help translators to discover articles of interest, by adding the <code dir=ltr><nowiki><page-collection> </page-collection></nowiki></code> tag to their campaign article list page on Meta-wiki. This will make those articles discoverable in the Content Translation tool. For more detailed information on how to use the tool and tag, please refer to [[mw:Special:MyLanguage/Translation suggestions: Topic-based & Community-defined lists/How to use the features|the step-by-step guide]]. [https://phabricator.wikimedia.org/T378958] * The [[mw:Special:MyLanguage/Extension:Nuke|Nuke]] feature, which enables administrators to mass delete pages, now has a [[phab:T376379#10310998|multiselect filter for namespace selection]]. This enables users to select multiple specific namespaces, instead of only one or all, when fetching pages for deletion. * The Nuke feature also now [[phab:T364225#10371365|provides links]] to the userpage of the user whose pages were deleted, and to the pages which were not selected for deletion, after page deletions are queued. This enables easier follow-up admin-actions. Thanks to Chlod and the Moderator Tools team for both of these improvements. [https://phabricator.wikimedia.org/T364225#10371365] * The Editing Team is working on making it easier to populate citations from archive.org using the [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|Citoid]] tool, the auto-filled citation generator. They are asking communities to add two parameters preemptively, <code dir=ltr>archiveUrl</code> and <code dir=ltr>archiveDate</code>, within the TemplateData for each citation template using Citoid. You can see an [https://en.wikipedia.org/w/index.php?title=Template%3ACite_web%2Fdoc&diff=1261320172&oldid=1260788022 example of a change in a template], and a [https://global-search.toolforge.org/?namespaces=10&q=%5C%22citoid%5C%22%3A%20%5C%7B&regex=1&title= list of all relevant templates]. [https://phabricator.wikimedia.org/T374831] * One new wiki has been created: a {{int:project-localized-name-group-wikivoyage}} in [[d:Q9240|Indonesian]] ([[voy:id:|<code>voy:id:</code>]]) [https://phabricator.wikimedia.org/T380726] * Last week, all wikis had problems serving pages to logged-in users and some logged-out users for 30–45 minutes. This was caused by a database problem, and investigation is ongoing. [https://www.wikimediastatus.net/incidents/3g2ckc7bp6l9] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug in the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add Link]] feature has been fixed. Previously, the list of sections which are excluded from Add Link was partially ignored in certain cases. [https://phabricator.wikimedia.org/T380455][https://phabricator.wikimedia.org/T380329] '''Updates for technical contributors''' * [[mw:Special:MyLanguage/Codex|Codex]], the design system for Wikimedia, now has an early-stage [[gitiles:design/codex-php|implementation in PHP]]. It is available for general use in MediaWiki extensions and Toolforge apps through [https://packagist.org/packages/wikimedia/codex Composer], with use in MediaWiki core coming soon. More information is available in [[wmdoc:design-codex-php/main/index.html|the documentation]]. Thanks to Doğu for the inspiration and many contributions to the library. [https://phabricator.wikimedia.org/T379662] * [https://en.wikipedia.org/api/rest_v1/ Wikimedia REST API] users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. On December 4, the MediaWiki Interfaces team began rerouting page/revision metadata and rendered HTML content endpoints on [[testwiki:|testwiki]] from RESTbase to comparable MediaWiki REST API endpoints. The team encourages active users of these endpoints to verify their tool's behavior on testwiki and raise any concerns on the related [[phab:T374683|Phabricator ticket]] before the end of the year, as they intend to roll out the same change across all Wikimedia projects in early January. These changes are part of the work to replace the outdated [[mw:RESTBase/deprecation|RESTBase]] system. * The [https://wikimediafoundation.limesurvey.net/986172 2024 Developer Satisfaction Survey] is seeking the opinions of the Wikimedia developer community. Please take the survey if you have any role in developing software for the Wikimedia ecosystem. The survey is open until 3 January 2025, and has an associated [[foundation:Legal:Developer Satisfaction Survey 2024 Privacy Statement|privacy statement]]. * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Meetings and events''' * The next meeting in the series of [[c:Commons:WMF support for Commons/Commons community calls|Wikimedia Foundation discussions with the Wikimedia Commons community]] will take place on [[m:Event:Commons community discussion - 12 December 2024 08:00 UTC|December 12 at 8:00 UTC]] and [[m:Event:Commons community discussion - 12_December 2024 16:00 UTC|at 16:00 UTC]]. The topic of this call is new media and new contributors. Contributors from all wikis are welcome to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:16, 9 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27919424 --> == Tech News: 2024-51 == <section begin="technews-2024-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/51|Translations]] are available. '''Weekly highlight''' * Interested in improving event management on your home wiki? The [[m:Special:MyLanguage/CampaignEvents|CampaignEvents extension]] offers organizers features like event registration management, event/wikiproject promotion, finding potential participants, and more - all directly on-wiki. If you are an organizer or think your community would benefit from this extension, start a discussion to enable it on your wiki today. To learn more about how to enable this extension on your wiki, visit the [[m:CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|deployment status page]]. '''Updates for editors''' * Users of the iOS Wikipedia App in Italy and Mexico on the Italian, Spanish, and English Wikipedias, can see a [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Personalized Wikipedia Year in Review|personalized Year in Review]] with insights based on their reading and editing history. * Users of the Android Wikipedia App in Sub-Saharan Africa and South Asia can see the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Rabbit Holes|Rabbit Holes]] feature. This feature shows a suggested search term in the Search bar based on the current article being viewed, and a suggested reading list generated from the user’s last two visited articles. * The [[m:Special:MyLanguage/Global reminder bot|global reminder bot]] is now active and running on nearly 800 wikis. This service reminds most users holding temporary rights when they are about to expire, so that they can renew should they want to. See [[m:Global reminder bot/Technical details|the technical details page]] for more information. * The next issue of Tech News will be sent out on 13 January 2025 because of the end of year holidays. Thank you to all of the translators, and people who submitted content or feedback, this year. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was [[phab:T374988|fixed]] in the Android Wikipedia App which had caused translatable SVG images to show the wrong language when they were tapped. '''Updates for technical contributors''' * There is no new MediaWiki version next week. The next deployments will start on 14 January. [https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar/2025] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:24, 16 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27942374 --> == Tech News: 2025-03 == <section begin="technews-2025-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/03|Translations]] are available. '''Weekly highlight''' * The Single User Login system is being updated over the next few months. This is the system which allows users to fill out the login form on one Wikimedia site and get logged in on all others at the same time. It needs to be updated because of the ways that browsers are increasingly restricting cross-domain cookies. To accommodate these restrictions, login and account creation pages will move to a central domain, but it will still appear to the user as if they are on the originating wiki. The updated code will be enabled this week for users on test wikis. This change is planned to roll out to all users during February and March. See [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3#Deployment|the SUL3 project page]] for more details and a timeline. '''Updates for editors''' * On wikis with [[mw:Special:MyLanguage/Extension:PageAssessments|PageAssessments]] installed, you can now [[mw:Special:MyLanguage/Extension:PageAssessments#Search|filter search results]] to pages in a given WikiProject by using the <code dir=ltr>inproject:</code> keyword. (These wikis: {{int:project-localized-name-arwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwikivoyage/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-huwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zhwiki/en}}) [https://phabricator.wikimedia.org/T378868] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q34129|Tigre]] ([[w:tig:|<code>w:tig:</code>]]) [https://phabricator.wikimedia.org/T381377] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:35}} community-submitted {{PLURAL:35|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a bug with updating a user's edit-count after making a rollback edit, which is now fixed. [https://phabricator.wikimedia.org/T382592] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia REST API users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. Starting the week of January 13, we will begin rerouting [[phab:T374683|some page content endpoints]] from RESTbase to the newer MediaWiki REST API endpoints for all wiki projects. This change was previously available on testwiki and should not affect existing functionality, but active users of the impacted endpoints may raise issues directly to the [[phab:project/view/6931/|MediaWiki Interfaces Team]] in Phabricator if they arise. * Toolforge tool maintainers can now share their feedback on Toolforge UI, an initiative to provide a web platform that allows creating and managing Toolforge tools through a graphic interface, in addition to existing command-line workflows. This project aims to streamline active maintainers’ tasks, as well as make registration and deployment processes more accessible for new tool creators. The initiative is still at a very early stage, and the Cloud Services team is in the process of collecting feedback from the Toolforge community to help shape the solution to their needs. [[wikitech:Wikimedia Cloud Services team/EnhancementProposals/Toolforge UI|Read more and share your thoughts about Toolforge UI]]. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] For tool and library developers who use the OAuth system: The identity endpoint used for [[mw:Special:MyLanguage/OAuth/For Developers#Identifying the user|OAuth 1]] and [[mw:Special:MyLanguage/OAuth/For Developers#Identifying the user 2|OAuth 2]] returned a JSON object with an integer in its <code>sub</code> field, which was incorrect (the field must always be a string). This has been fixed; the fix will be deployed to Wikimedia wikis on the week of January 13. [https://phabricator.wikimedia.org/T382139] * Many wikis currently use [[:mw:Parsoid/Parser Unification/Cite CSS|Cite CSS]] to render custom footnote markers in Parsoid output. Starting January 20 these rules will be disabled, but the developers ask you to ''not'' clean up your <bdi lang="en" dir="ltr">[[MediaWiki:Common.css]]</bdi> until February 20 to avoid issues during the migration. Your wikis might experience some small changes to footnote markers in Visual Editor and when using experimental Parsoid read mode, but if there are changes these are expected to bring the rendering in line with the legacy parser output. [https://phabricator.wikimedia.org/T370027] '''Meetings and events''' * The next meeting in the series of [[c:Special:MyLanguage/Commons:WMF support for Commons/Commons community calls|Wikimedia Foundation Community Conversations with the Wikimedia Commons community]] will take place on [[m:Special:MyLanguage/Event:Commons community discussion - 15 January 2025 08:00 UTC|January 15 at 8:00 UTC]] and [[m:Special:MyLanguage/Event:Commons community discussion - 15 January 2025 16:00 UTC|at 16:00 UTC]]. The topic of this call is defining the priorities in tool investment for Commons. Contributors from all wikis, especially users who are maintaining tools for Commons, are welcome to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:42, 14 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28048614 --> == Tech News: 2025-04 == <section begin="technews-2025-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/04|Translations]] are available. '''Updates for editors''' * Administrators can mass-delete multiple pages created by a user or IP address using [[mw:Special:MyLanguage/Extension:Nuke|Extension:Nuke]]. It previously only allowed deletion of pages created in the last 30 days. It can now delete pages from the last 90 days, provided it is targeting a specific user or IP address. [https://phabricator.wikimedia.org/T380846] * On [[phab:P72148|wikis that use]] the [[mw:Special:MyLanguage/Help:Patrolled edits|Patrolled edits]] feature, when the rollback feature is used to revert an unpatrolled page revision, that revision will now be marked as "manually patrolled" instead of "autopatrolled", which is more accurate. Some editors that use [[mw:Special:MyLanguage/Help:New filters for edit review/Filtering|filters]] on Recent Changes may need to update their filter settings. [https://phabricator.wikimedia.org/T302140] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Visual Editor's "Insert link" feature did not always suggest existing pages properly when an editor started typing, which has now been [[phab:T383497|fixed]]. '''Updates for technical contributors''' * The Structured Discussion extension (also known as Flow) is being progressively removed from the wikis. This extension is unmaintained and causes issues. It will be replaced by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]], which is used on any regular talk page. [[mw:Special:MyLanguage/Structured Discussions/Deprecation#Deprecation timeline|The last group of wikis]] ({{int:project-localized-name-cawikiquote/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiwikimedia/en}}{{int:comma-separator/en}}{{int:project-localized-name-gomwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kabwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwikibooks/en}}{{int:comma-separator/en}}{{int:project-localized-name-sewikimedia/en}}) will soon be contacted. If you have questions about this process, please ping [[m:User:Trizek (WMF)|Trizek (WMF)]] at your wiki. [https://phabricator.wikimedia.org/T380912] * The latest quarterly [[mw:Technical_Community_Newsletter/2025/January|Technical Community Newsletter]] is now available. This edition includes: updates about services from the Data Platform Engineering teams, information about Codex from the Design System team, and more. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:36, 21 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28129769 --> == Tech News: 2025-05 == <section begin="technews-2025-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/05|Translations]] are available. '''Weekly highlight''' * Patrollers and admins - what information or context about edits or users could help you to make patroller or admin decisions more quickly or easily? The Wikimedia Foundation wants to hear from you to help guide its upcoming annual plan. Please consider sharing your thoughts on this and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|13 other questions]] to shape the technical direction for next year. '''Updates for editors''' * iOS Wikipedia App users worldwide can now access a [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Personalized Wikipedia Year in Review/How your data is used|personalized Year in Review]] feature, which provides insights based on their reading and editing history on Wikipedia. This project is part of a broader effort to help welcome new readers as they discover and interact with encyclopedic content. * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Edit patrollers now have a new feature available that can highlight potentially problematic new pages. When a page is created with the same title as a page which was previously deleted, a tag ('Recreated') will now be added, which users can filter for in [[{{#special:RecentChanges}}]] and [[{{#special:NewPages}}]]. [https://phabricator.wikimedia.org/T56145] * Later this week, there will be a new warning for editors if they attempt to create a redirect that links to another redirect (a [[mw:Special:MyLanguage/Help:Redirects#Double redirects|double redirect]]). The feature will recommend that they link directly to the second redirect's target page. Thanks to the user SomeRandomDeveloper for this improvement. [https://phabricator.wikimedia.org/T326056] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia wikis allow [[w:en:WebAuthn|WebAuthn]]-based second factor checks (such as hardware tokens) during login, but the feature is [[m:Community Wishlist Survey 2023/Miscellaneous/Fix security key (WebAuthn) support|fragile]] and has very few users. The MediaWiki Platform team is temporarily disabling adding new WebAuthn keys, to avoid interfering with the rollout of [[mw:MediaWiki Platform Team/SUL3|SUL3]] (single user login version 3). Existing keys are unaffected. [https://phabricator.wikimedia.org/T378402] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * For developers that use the [[wikitech:Data Platform/Data Lake/Edits/MediaWiki history dumps|MediaWiki History dumps]]: The Data Platform Engineering team has added a couple of new fields to these dumps, to support the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] initiative. If you maintain software that reads those dumps, please review your code and the updated documentation, since the order of the fields in the row will change. There will also be one field rename: in the <bdi lang="zxx" dir="ltr"><code>mediawiki_user_history</code></bdi> dump, the <bdi lang="zxx" dir="ltr"><code>anonymous</code></bdi> field will be renamed to <bdi lang="zxx" dir="ltr"><code>is_anonymous</code></bdi>. The changes will take effect with the next release of the dumps in February. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LKMFDS62TXGDN6L56F4ABXYLN7CSCQDI/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:14, 27 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28149374 --> == Tech News: 2025-06 == <section begin="technews-2025-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/06|Translations]] are available. '''Updates for editors''' * Editors who use the "Special characters" editing-toolbar menu can now see the 32 special characters you have used most recently, across editing sessions on that wiki. This change should help make it easier to find the characters you use most often. The feature is in both the 2010 wikitext editor and VisualEditor. [https://phabricator.wikimedia.org/T110722] * Editors using the 2010 wikitext editor can now create sublists with correct indentation by selecting the line(s) you want to indent and then clicking the toolbar buttons.[https://phabricator.wikimedia.org/T380438] You can now also insert <code><nowiki><code></nowiki></code> tags using a new toolbar button.[https://phabricator.wikimedia.org/T383010] Thanks to user stjn for these improvements. * Help is needed to ensure the [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|citation generator]] works properly on each wiki. ** (1) Administrators should update the local versions of the page <code dir=ltr>MediaWiki:Citoid-template-type-map.json</code> to include entries for <code dir=ltr>preprint</code>, <code dir=ltr>standard</code>, and <code dir=ltr>dataset</code>; Here are example diffs to replicate [https://en.wikipedia.org/w/index.php?title=MediaWiki%3ACitoid-template-type-map.json&diff=1189164774&oldid=1165783565 for 'preprint'] and [https://en.wikipedia.org/w/index.php?title=MediaWiki%3ACitoid-template-type-map.json&diff=1270832208&oldid=1270828390 for 'standard' and 'dataset']. ** (2.1) If the citoid map in the citation template used for these types of references is missing, [[mediawikiwiki:Citoid/Enabling Citoid on your wiki#Step 2.a: Create a 'citoid' maps value for each citation template|one will need to be added]]. (2.2) If the citoid map does exist, the TemplateData will need to be updated to include new field names. Here are example updates [https://en.wikipedia.org/w/index.php?title=Template%3ACitation%2Fdoc&diff=1270829051&oldid=1262470053 for 'preprint'] and [https://en.wikipedia.org/w/index.php?title=Template%3ACitation%2Fdoc&diff=1270831369&oldid=1270829480 for 'standard' and 'dataset']. The new fields that may need to be supported are <code dir=ltr>archiveID</code>, <code dir=ltr>identifier</code>, <code dir=ltr>repository</code>, <code dir=ltr>organization</code>, <code dir=ltr>repositoryLocation</code>, <code dir=ltr>committee</code>, and <code dir=ltr>versionNumber</code>. [https://phabricator.wikimedia.org/T383666] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q15637215|Central Kanuri]] ([[w:knc:|<code>w:knc:</code>]]) [https://phabricator.wikimedia.org/T385181] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[mediawikiwiki:Special:MyLanguage/Help:Extension:Wikisource/Wikimedia OCR|OCR (optical character recognition) tool]] used for Wikisource now supports a new language, Church Slavonic. [https://phabricator.wikimedia.org/T384782] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:09, 4 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28203495 --> == Tech News: 2025-07 == <section begin="technews-2025-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/07|Translations]] are available. '''Weekly highlight''' * The Product and Technology Advisory Council (PTAC) has published [[m:Special:MyLanguage/Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback|a draft of their recommendations]] for the Wikimedia Foundation's Product and Technology department. They have recommended focusing on [[m:Special:MyLanguage/Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback/Mobile experiences|mobile experiences]], particularly contributions. They request community [[m:Talk:Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback|feedback at the talk page]] by 21 February. '''Updates for editors''' * The "Special pages" portlet link will be moved from the "Toolbox" into the "Navigation" section of the main menu's sidebar by default. This change is because the Toolbox is intended for tools relating to the current page, not tools relating to the site, so the link will be more logically and consistently located. To modify this behavior and update CSS styling, administrators can follow the instructions at [[phab:T385346|T385346]]. [https://phabricator.wikimedia.org/T333211] * As part of this year's work around improving the ways readers discover content on the wikis, the Web team will be running an experiment with a small number of readers that displays some suggestions for related or interesting articles within the search bar. Please check out [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments#Experiment 1: Display article recommendations in more prominent locations, search|the project page]] for more information. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Template editors who use TemplateStyles can now customize output for users with specific accessibility needs by using accessibility related media queries (<code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-reduced-motion prefers-reduced-motion]</code>, <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-reduced-transparency prefers-reduced-transparency]</code>, <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-contrast prefers-contrast]</code>, and <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/forced-colors forced-colors]</code>). Thanks to user Bawolff for these improvements. [https://phabricator.wikimedia.org/T384175] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:22}} community-submitted {{PLURAL:22|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the global blocks log will now be shown directly on the {{#special:CentralAuth}} page, similarly to global locks, to simplify the workflows for stewards. [https://phabricator.wikimedia.org/T377024] '''Updates for technical contributors''' * Wikidata [[d:Special:MyLanguage/Help:Default values for labels and aliases|now supports a special language as a "default for all languages"]] for labels and aliases. This is to avoid excessive duplication of the same information across many languages. If your Wikidata queries use labels, you may need to update them as some existing labels are getting removed. [https://phabricator.wikimedia.org/T312511] * The function <code dir="ltr">getDescription</code> was invoked on every Wiki page read and accounts for ~2.5% of a page's total load time. The calculated value will now be cached, reducing load on Wikimedia servers. [https://phabricator.wikimedia.org/T383660] * As part of the RESTBase deprecation [[mw:RESTBase/deprecation|effort]], the <code dir="ltr">/page/related</code> endpoint has been blocked as of February 6, 2025, and will be removed soon. This timeline was chosen to align with the deprecation schedules for older Android and iOS versions. The stable alternative is the "<code dir="ltr">morelike</code>" action API in MediaWiki, and [[gerrit:c/mediawiki/services/mobileapps/+/982154/13/pagelib/src/transform/FooterReadMore.js|a migration example]] is available. The MediaWiki Interfaces team [[phab:T376297|can be contacted]] for any questions. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/GFC2IJO7L4BWO3YTM7C5HF4MCCBE2RJ2/] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/January|Language and Internationalization newsletter]] is available. It includes: Updates about the "Contribute" menu; details on some of the newest language editions of Wikipedia; details on new languages supported by the MediaWiki interface; updates on the Community-defined lists feature; and more. * The latest [[mw:Extension:Chart/Project/Updates#January 2025: Better visibility into charts and tabular data usage|Chart Project newsletter]] is available. It includes updates on the progress towards bringing better visibility into global charts usage and support for categorizing pages in the Data namespace on Commons. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:12, 11 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28231022 --> == Tech News: 2025-08 == <section begin="technews-2025-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/08|Translations]] are available. '''Weekly highlight''' * Communities using growth tools can now showcase one event on the <code>{{#special:Homepage}}</code> for newcomers. This feature will help newcomers to be informed about editing activities they can participate in. Administrators can create a new event to showcase at <code>{{#special:CommunityConfiguration}}</code>. To learn more about this feature, please read [[diffblog:2025/02/12/community-updates-module-connecting-newcomers-to-your-initiatives/|the Diff post]], have a look [[mw:Special:MyLanguage/Help:Growth/Tools/Community updates module|at the documentation]], or contact [[mw:Talk:Growth|the Growth team]]. '''Updates for editors''' [[File:Page Frame Features on desktop.png|thumb|Highlighted talk pages improvements]] * Starting next week, talk pages at these wikis – {{int:project-localized-name-eswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}} – will get [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|a new design]]. This change was extensively tested as a Beta feature and is the last step of [[mw:Special:MyLanguage/Talk pages project/Feature summary|talk pages improvements]]. [https://phabricator.wikimedia.org/T379102] * You can now navigate to view a redirect page directly from its action pages, such as the history page. Previously, you were forced to first go to the redirect target. This change should help editors who work with redirects a lot. Thanks to user stjn for this improvement. [https://phabricator.wikimedia.org/T5324] * When a Cite reference is reused many times, wikis currently show either numbers like "1.23" or localized alphabetic markers like "a b c" in the reference list. Previously, if there were so many reuses that the alphabetic markers were all used, [[MediaWiki:Cite error references no backlink label|an error message]] was displayed. As part of the work to [[phab:T383036|modernize Cite customization]], these errors will no longer be shown and instead the backlinks will fall back to showing numeric markers like "1.23" once the alphabetic markers are all used. * The log entries for each change to an editor's user-groups are now clearer by specifying exactly what has changed, instead of the plain before and after listings. Translators can [[phab:T369466|help to update the localized versions]]. Thanks to user Msz2001 for these improvements. * A new filter has been added to the [[{{#special:Nuke}}]] tool, which allows administrators to mass delete pages, to enable users to filter for pages in a range of page sizes (in bytes). This allows, for example, deleting pages only of a certain size or below. [https://phabricator.wikimedia.org/T378488] * Non-administrators can now check which pages are able to be deleted using the [[{{#special:Nuke}}]] tool. Thanks to user MolecularPilot for this and the previous improvements. [https://phabricator.wikimedia.org/T376378] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed in the configuration for the AV1 video file format, which enables these files to play again. [https://phabricator.wikimedia.org/T382193] '''Updates for technical contributors''' * Parsoid Read Views is going to be rolling out to most Wiktionaries over the next few weeks, following the successful transition of Wikivoyage to Parsoid Read Views last year. For more information, see the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parsoid/Parser Unification]] project page. [https://phabricator.wikimedia.org/T385923][https://phabricator.wikimedia.org/T371640] * Developers of tools that run on-wiki should note that <code dir=ltr>mw.Uri</code> is deprecated. Tools requiring <code dir=ltr>mw.Uri</code> must explicitly declare <code dir=ltr>mediawiki.Uri</code> as a ResourceLoader dependency, and should migrate to the browser native <code dir=ltr>URL</code> API soon. [https://phabricator.wikimedia.org/T384515] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:16, 17 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28275610 --> == Tech News: 2025-09 == <section begin="technews-2025-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/09|Translations]] are available. '''Updates for editors''' * Administrators can now customize how the [[m:Special:MyLanguage/User language|Babel feature]] creates categories using [[{{#special:CommunityConfiguration/Babel}}]]. They can rename language categories, choose whether they should be auto-created, and adjust other settings. [https://phabricator.wikimedia.org/T374348] * The <bdi lang="en" dir="ltr">[https://www.wikimedia.org/ wikimedia.org]</bdi> portal has been updated – and is receiving some ongoing improvements – to modernize and improve the accessibility of our portal pages. It now has better support for mobile layouts, updated wording and links, and better language support. Additionally, all of the Wikimedia project portals, such as <bdi lang="en" dir="ltr">[https://wikibooks.org wikibooks.org]</bdi>, now support dark mode when a reader is using that system setting. [https://phabricator.wikimedia.org/T373204][https://phabricator.wikimedia.org/T368221][https://meta.wikimedia.org/wiki/Project_portals] * One new wiki has been created: a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q33965|Santali]] ([[wikt:sat:|<code>wikt:sat:</code>]]) [https://phabricator.wikimedia.org/T386619] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that prevented clicking on search results in the web-interface for some Firefox for Android phone configurations. [https://phabricator.wikimedia.org/T381289] '''Meetings and events''' * The next Language Community Meeting is happening soon, February 28th at [https://zonestamp.toolforge.org/1740751200 14:00 UTC]. This week's meeting will cover: highlights and technical updates on keyboard and tools for the Sámi languages, Translatewiki.net contributions from the Bahasa Lampung community in Indonesia, and technical Q&A. If you'd like to join, simply [[mw:Wikimedia Language and Product Localization/Community meetings#28 February 2025|sign up on the wiki page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:41, 25 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28296129 --> == Tech News: 2025-10 == <section begin="technews-2025-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/10|Translations]] are available. '''Updates for editors''' * All logged-in editors using the mobile view can now edit a full page. The "{{int:Minerva-page-actions-editfull}}" link is accessible from the "{{int:minerva-page-actions-overflow}}" menu in the toolbar. This was previously only available to editors using the [[mw:Special:MyLanguage/Reading/Web/Advanced mobile contributions|Advanced mobile contributions]] setting. [https://phabricator.wikimedia.org/T387180] * Interface administrators can now help to remove the deprecated Cite CSS code matching "<code dir="ltr">mw-ref</code>" from their local <bdi lang="en" dir="ltr">[[MediaWiki:Common.css]]</bdi>. The list of wikis in need of cleanup, and the code to remove, [https://global-search.toolforge.org/?q=mw-ref%5B%5E-a-z%5D&regex=1&namespaces=8&title=.*css can be found with this global search] and in [https://ace.wikipedia.org/w/index.php?title=MediaWiki:Common.css&oldid=145662#L-139--L-144 this example], and you can learn more about how to help on the [[mw:Parsoid/Parser Unification/Cite CSS|CSS migration project page]]. The Cite footnote markers ("<code dir="ltr">[1]</code>") are now rendered by [[mw:Special:MyLanguage/Parsoid|Parsoid]], and the deprecated CSS is no longer needed. The CSS for backlinks ("<code dir="ltr">mw:referencedBy</code>") should remain in place for now. This cleanup is expected to cause no visible changes for readers. Please help to remove this code before March 20, after which the development team will do it for you. * When editors embed a file (e.g. <code><nowiki>[[File:MediaWiki.png]]</nowiki></code>) on a page that is protected with cascading protection, the software will no longer restrict edits to the file description page, only to new file uploads.[https://phabricator.wikimedia.org/T24521] In contrast, transcluding a file description page (e.g. <code><nowiki>{{:File:MediaWiki.png}}</nowiki></code>) will now restrict edits to the page.[https://phabricator.wikimedia.org/T62109] * When editors revert a file to an earlier version it will now require the same permissions as ordinarily uploading a new version of the file. The software now checks for 'reupload' or 'reupload-own' rights,[https://phabricator.wikimedia.org/T304474] and respects cascading protection.[https://phabricator.wikimedia.org/T140010] * When administrators are listing pages for deletion with the Nuke tool, they can now also list associated talk pages and redirects for deletion, alongside pages created by the target, rather than needing to manually delete these pages afterwards. [https://phabricator.wikimedia.org/T95797] * The [[m:Special:MyLanguage/Tech/News/2025/03|previously noted]] update to Single User Login, which will accommodate browser restrictions on cross-domain cookies by moving login and account creation to a central domain, will now roll out to all users during March and April. The team plans to enable it for all new account creation on [[wikitech:Deployments/Train#Tuesday|Group0]] wikis this week. See [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3#Deployment|the SUL3 project page]] for more details and an updated timeline. * Since last week there has been a bug that shows some interface icons as black squares until the page has fully loaded. It will be fixed this week. [https://phabricator.wikimedia.org/T387351] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q2044560|Sylheti]] ([[w:syl:|<code>w:syl:</code>]]) [https://phabricator.wikimedia.org/T386441] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed with loading images in very old versions of the Firefox browser on mobile. [https://phabricator.wikimedia.org/T386400] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.19|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:30, 4 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28334563 --> == Tech News: 2025-11 == <section begin="technews-2025-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/11|Translations]] are available. '''Updates for editors''' * Editors who use password managers at multiple wikis may notice changes in the future. The way that our wikis provide information to password managers about reusing passwords across domains has recently been updated, so some password managers might now offer you login credentials that you saved for a different Wikimedia site. Some password managers already did this, and are now doing it for more Wikimedia domains. This is part of the [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3|SUL3 project]] which aims to improve how our unified login works, and to keep it compatible with ongoing changes to the web-browsers we use. [https://phabricator.wikimedia.org/T385520][https://phabricator.wikimedia.org/T384844] * The Wikipedia Apps Team is inviting interested users to help improve Wikipedia’s offline and limited internet use. After discussions in [[m:Afrika Baraza|Afrika Baraza]] and the last [[m:Special:MyLanguage/ESEAP Hub/Meetings|ESEAP call]], key challenges like search, editing, and offline access are being explored, with upcoming focus groups to dive deeper into these topics. All languages are welcome, and interpretation will be available. Want to share your thoughts? [[mw:Special:MyLanguage/Wikimedia Apps/Improving Wikipedia Mobile Apps for Offline & Limited Internet Use|Join the discussion]] or email <bdi lang="en" dir="ltr">aramadan@wikimedia.org</bdi>! * All wikis will be read-only for a few minutes on March 19. This is planned at [https://zonestamp.toolforge.org/1742392800 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.20|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/33|Growth newsletter]] is available. It includes: the launch of the Community Updates module, the most recent changes in Community Configuration, and the upcoming test of in-article suggestions for first-time editors. * An old API that was previously used in the Android Wikipedia app is being removed at the end of March. There are no current software uses, but users of the app with a version that is older than 6 months by the time of removal (2025-03-31), will no longer have access to the Suggested Edits feature, until they update their app. You can [[diffblog:2025/02/24/sunset-of-wikimedia-recommendation-api/|read more details about this change]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:09, 10 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28372257 --> == Tech News: 2025-12 == <section begin="technews-2025-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/12|Translations]] are available. '''Weekly highlight''' * Twice a year, around the equinoxes, the Wikimedia Foundation's Site Reliability Engineering (SRE) team performs [[m:Special:MyLanguage/Tech/Server switch|a datacenter server switchover]], redirecting all traffic from one primary server to its backup. This provides reliability in case of a crisis, as we can always fall back on the other datacenter. [http://listen.hatnote.com/ Thanks to the Listen to Wikipedia] tool, you can hear the switchover take place: Before it begins, you'll hear the steady stream of edits; Then, as the system enters a brief read-only phase, the sound stops for a couple of minutes, before resuming after the switchover. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the background and details of this process on the Diff blog]]. If you want to keep an ear out for the next server switchover, listen to the wikis on [https://zonestamp.toolforge.org/1742392800 March 19 at 14:00 UTC]. '''Updates for editors''' * The [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en&to=es improved Content Translation tool dashboard] is now available in [[phab:T387820|10 Wikipedias]] and will be available for all Wikipedias [[phab:T387821|soon]]. With [[mw:Special:MyLanguage/Content translation#Improved translation experience|the unified dashboard]], desktop users can now: Translate new sections of an article; Discover and access topic-based [https://ig.m.wikipedia.org/w/index.php?title=Special:ContentTranslation&active-list=suggestions&from=en&to=ig&filter-type=automatic&filter-id=previous-edits article suggestion filters] (initially available only for mobile device users); Discover and access the [[mw:Special:MyLanguage/Translation suggestions: Topic-based & Community-defined lists|Community-defined lists]] filter, also known as "Collections", from wiki-projects and campaigns. * On Wikimedia Commons, a [[c:Commons:WMF support for Commons/Upload Wizard Improvements#Improve category selection|new system to select the appropriate file categories]] has been introduced: if a category has one or more subcategories, users will be able to click on an arrow that will open the subcategories directly within the form, and choose the correct one. The parent category name will always be shown on top, and it will always be possible to come back to it. This should decrease the amount of work for volunteers in fixing/creating new categories. The change is also available on mobile. These changes are part of planned improvements to the UploadWizard. * The Community Tech team is seeking wikis to join a pilot for the [[m:Special:MyLanguage/Community Wishlist Survey 2023/Multiblocks|Multiblocks]] feature and a refreshed Special:Block page in late March. Multiblocks enables administrators to impose multiple different types of blocks on the same user at the same time. If you are an admin or steward and would like us to discuss joining the pilot with your community, please leave a message on the [[m:Talk:Community Wishlist Survey 2023/Multiblocks|project talk page]]. * Starting March 25, the Editing team will test a new feature for Edit Check at [[phab:T384372|12 Wikipedias]]: [[mw:Special:MyLanguage/Help:Edit check#Multi-check|Multi-Check]]. Half of the newcomers on these wikis will see all [[mw:Special:MyLanguage/Help:Edit check#ref|Reference Checks]] during their edit session, while the other half will continue seeing only one. The goal of this test is to see if users are confused or discouraged when shown multiple Reference Checks (when relevant) within a single editing session. At these wikis, the tags used on edits that show References Check will be simplified, as multiple tags could be shown within a single edit. Changes to the tags are documented [[phab:T373949|on Phabricator]]. [https://phabricator.wikimedia.org/T379131] * The [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]], which is a service for notifying users that their temporary user-rights are about to expire, now supports using the localized name of the user-rights group in the message heading. Translators can see the [[m:Global reminder bot/Translation|listing of existing translations and documentation]] to check if their language needs updating or creation. * The [[Special:GlobalPreferences|GlobalPreferences]] gender setting, which is used for how the software should refer to you in interface messages, now works as expected by overriding the local defaults. [https://phabricator.wikimedia.org/T386584] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:26}} community-submitted {{PLURAL:26|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Wikipedia App for Android had a bug fixed for when a user is browsing and searching in multiple languages. [https://phabricator.wikimedia.org/T379777] '''Updates for technical contributors''' * Later this week, the way that Codex styles are loaded will be changing. There is a small risk that this may result in unstyled interface message boxes on certain pages. User generated content (e.g. templates) is not impacted. Gadgets may be impacted. If you see any issues [[phab:T388847|please report them]]. See the linked task for details, screenshots, and documentation on how to fix any affected gadgets. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.21|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:48, 17 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28412594 --> == Tech News: 2025-13 == <section begin="technews-2025-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/13|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation is seeking your feedback on the [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|drafts of the objectives and key results that will shape the Foundation's Product and Technology priorities]] for the next fiscal year (starting in July). The objectives are broad high-level areas, and the key-results are measurable ways to track the success of their objectives. Please share your feedback on the talkpage, in any language, ideally before the end of April. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] will be released to multiple wikis (see [[m:Special:MyLanguage/CampaignEvents/Deployment status#Global Deployment Plan|deployment plan]] for details) in April 2025, and the team has begun the process of engaging communities on the identified wikis. The extension provides tools to organize, manage, and promote collaborative activities (like events, edit-a-thons, and WikiProjects) on the wikis. The extension has three tools: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Special:MyLanguage/Campaigns/Foundation Product Team/Invitation list|Invitation Lists]]. It is currently on 13 Wikipedias, including English Wikipedia, French Wikipedia, and Spanish Wikipedia, as well as Wikidata. Questions or requests can be directed to the [[mw:Help talk:Extension:CampaignEvents|extension talk page]] or in Phabricator (with <bdi lang="en" dir="ltr" style="white-space: nowrap;">#campaigns-product-team</bdi> tag). * Starting the week of March 31st, wikis will be able to set which user groups can view private registrants in [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], as part of the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents]] extension. By default, event organizers and the local wiki admins will be able to see private registrants. This is a change from the current behavior, in which only event organizers can see private registrants. Wikis can change the default setup by [[m:Special:MyLanguage/Requesting wiki configuration changes|requesting a configuration change]] in Phabricator (and adding the <bdi lang="en" dir="ltr" style="white-space: nowrap;">#campaigns-product-team</bdi> tag). Participants of past events can cancel their registration at any time. * Administrators at wikis that have a customized <bdi lang="en" dir="ltr">[[MediaWiki:Sidebar]]</bdi> should check that it contains an entry for the {{int:specialpages}} listing. If it does not, they should add it using <code dir=ltr style="white-space: nowrap;">* specialpages-url|specialpages</code>. Wikis with a default sidebar will see the link moved from the page toolbox into the sidebar menu in April. [https://phabricator.wikimedia.org/T388927] * The Minerva skin (mobile web) combines both Notice and Alert notifications within the bell icon ([[File:OOjs UI icon bell.svg|16px|link=|class=skin-invert]]). There was a long-standing bug where an indication for new notifications was only shown if you had unseen Alerts. This bug is now fixed. In the future, Minerva users will notice a counter atop the bell icon when you have 1 or more unseen Notices and/or Alerts. [https://phabricator.wikimedia.org/T344029] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * VisualEditor has introduced a [[mw:VisualEditor/Hooks|new client-side hook]] for developers to use when integrating with the VisualEditor target lifecycle. This hook should replace the existing lifecycle-related hooks, and be more consistent between different platforms. In addition, the new hook will apply to uses of VisualEditor outside of just full article editing, allowing gadgets to interact with the editor in DiscussionTools as well. The Editing Team intends to deprecate and eventually remove the old lifecycle hooks, so any use cases that this new hook does not cover would be of interest to them and can be [[phab:T355555|shared in the task]]. * Developers who use the <code dir=ltr>mw.Api</code> JavaScript library, can now identify the tool using it with the <code dir=ltr>userAgent</code> parameter: <code dir=ltr>var api = new mw.Api( { userAgent: 'GadgetNameHere/1.0.1' } );</code>. If you maintain a gadget or user script, please set a user agent, because it helps with library and server maintenance and with differentiating between legitimate and illegitimate traffic. [https://phabricator.wikimedia.org/T373874][https://foundation.wikimedia.org/wiki/Policy:Wikimedia_Foundation_User-Agent_Policy] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:42, 24 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28443127 --> == Tech News: 2025-14 == <section begin="technews-2025-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/14|Translations]] are available. '''Updates for editors''' * The Editing team is working on a new [[mw:Special:MyLanguage/Edit Check|Edit check]]: [[mw:Special:MyLanguage/Edit check#26 March 2025|Peacock check]]. This check's goal is to identify non-neutral terms while a user is editing a wikipage, so that they can be informed that their edit should perhaps be changed before they publish it. This project is at the early stages, and the team is looking for communities' input: [[phab:T389445|in this Phabricator task]], they are gathering on-wiki policies, templates used to tag non-neutral articles, and the terms (jargon and keywords) used in edit summaries for the languages they are currently researching. You can participate by editing the table on Phabricator, commenting on the task, or directly messaging [[m:user:Trizek (WMF)|Trizek (WMF)]]. * [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3|Single User Login]] has now been updated on all wikis to move login and account creation to a central domain. This makes user login compatible with browser restrictions on cross-domain cookies, which have prevented users of some browsers from staying logged in. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:35}} community-submitted {{PLURAL:35|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Starting on March 31st, the MediaWiki Interfaces team will begin a limited release of generated OpenAPI specs and a SwaggerUI-based sandbox experience for [[mw:Special:MyLanguage/API:REST API|MediaWiki REST APIs]]. They invite developers from a limited group of non-English Wikipedia communities (Arabic, German, French, Hebrew, Interlingua, Dutch, Chinese) to review the documentation and experiment with the sandbox in their preferred language. In addition to these specific Wikipedia projects, the sandbox and OpenAPI spec will be available on the [[testwiki:Special:RestSandbox|on the test wiki REST Sandbox special page]] for developers with English as their preferred language. During the preview period, the MediaWiki Interfaces Team also invites developers to [[mw:MediaWiki Interfaces Team/Feature Feedback/REST Sandbox|share feedback about your experience]]. The preview will last for approximately 2 weeks, after which the sandbox and OpenAPI specs will be made available across all wiki projects. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.23|MediaWiki]] '''In depth''' * Sometimes a small, [[gerrit:c/operations/cookbooks/+/1129184|one line code change]] can have great significance: in this case, it means that for the first time in years we're able to run all of the stack serving <bdi lang="en" dir="ltr">[http://maps.wikimedia.org/ maps.wikimedia.org]</bdi> - a host dedicated to serving our wikis and their multi-lingual maps needs - from a single core datacenter, something we test every time we perform a [[m:Special:MyLanguage/Tech/Server switch|datacenter switchover]]. This is important because it means that in case one of our datacenters is affected by a catastrophe, we'll still be able to serve the site. This change is the result of [[phab:T216826|extensive work]] by two developers on porting the last component of the maps stack over to [[w:en:Kubernetes|kubernetes]], where we can allocate resources more efficiently than before, thus we're able to withstand more traffic in a single datacenter. This work involved a lot of complicated steps because this software, and the software libraries it uses, required many long overdue upgrades. This type of work makes the Wikimedia infrastructure more sustainable. '''Meetings and events''' * [[mw:Special:MyLanguage/MediaWiki Users and Developers Workshop Spring 2025|MediaWiki Users and Developers Workshop Spring 2025]] is happening in Sandusky, USA, and online, from 14–16 May 2025. The workshop will feature discussions around the usage of MediaWiki software by and within companies in different industries and will inspire and onboard new users. Registration and presentation signup is now available at the workshop's website. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 1 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28473566 --> == Tech News: 2025-15 == <section begin="technews-2025-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/15|Translations]] are available. '''Updates for editors''' * From now on, [[m:Special:MyLanguage/Interface administrators|interface admins]] and [[m:Special:MyLanguage/Central notice administrators|centralnotice admins]] are technically required to enable [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] before they can use their privileges. In the future this might be expanded to more groups with advanced user-rights. [https://phabricator.wikimedia.org/T150898] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The Design System Team is preparing to release the next major version of Codex (v2.0.0) on April 29. Editors and developers who use CSS from Codex should see the [[mw:Codex/Release Timeline/2.0|2.0 overview documentation]], which includes guidance related to a few of the breaking changes such as <code dir=ltr style="white-space: nowrap;">font-size</code>, <code dir=ltr style="white-space: nowrap;">line-height</code>, and <code dir=ltr style="white-space: nowrap;">size-icon</code>. * The results of the [[mw:Developer Satisfaction Survey/2025|Developer Satisfaction Survey (2025)]]  are now available. Thank you to all participants. These results help the Foundation decide what to work on next and to review what they recently worked on. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.24|MediaWiki]] '''Meetings and events''' * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]] will take place in Istanbul, Turkey, between 2–4 May. Registration for attending the in-person event will close on 13 April. Before registering, please note the potential need for a [https://www.mfa.gov.tr/turkish-representations.en.mfa visa] or [https://www.mfa.gov.tr/visa-information-for-foreigners.en.mfa e-visa] to enter the country. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:52, 7 April 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28507470 --> == Tech News: 2025-16 == <section begin="technews-2025-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/16|Translations]] are available. '''Weekly highlight''' * Later this week, the default thumbnail size will be increased from 220px to 250px. This changes how pages are shown in all wikis and has been requested by some communities for many years, but wasn't previously possible due to technical limitations. [https://phabricator.wikimedia.org/T355914] * File thumbnails are now stored in discrete sizes. If a page specifies a thumbnail size that's not among the standard sizes (20, 40, 60, 120, 250, 330, 500, 960), then MediaWiki will pick the closest larger thumbnail size but will tell the browser to downscale it to the requested size. In these cases, nothing will change visually but users might load slightly larger images. If it doesn't matter which thumbnail size is used in a page, please pick one of the standard sizes to avoid the extra in-browser down-scaling step. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Images#Thumbnail_sizes][https://phabricator.wikimedia.org/T355914] '''Updates for editors''' * The Wikimedia Foundation are working on a system called [[m:Edge Uniques|Edge Uniques]] which will enable [[:w:en:A/B testing|A/B testing]], help protect against [[:w:en:Denial-of-service attack|Distributed denial-of-service attacks]] (DDoS attacks), and make it easier to understand how many visitors the Wikimedia sites have. This is so that they can more efficiently build tools which help readers, and make it easier for readers to find what they are looking for. * To improve security for users, a small percentage of logins will now require that the account owner input a one-time password [[mw:Special:MyLanguage/Help:Extension:EmailAuth|emailed to their account]]. It is recommended that you [[Special:Preferences#mw-prefsection-personal-email|check]] that the email address on your account is set correctly, and that it has been confirmed, and that you have an email set for this purpose. [https://phabricator.wikimedia.org/T390662] * "Are you interested in taking a short survey to improve tools used for reviewing or reverting edits on your Wiki?" This question will be [[phab:T389401|asked at 7 wikis starting next week]], on Recent Changes and Watchlist pages. The [[mw:Special:MyLanguage/Moderator Tools|Moderator Tools team]] wants to know more about activities that involve looking at new edits made to your Wikimedia project, and determining whether they adhere to your project's policies. * On April 15, the full Wikidata graph will no longer be supported on <bdi lang="zxx" dir="ltr">[https://query.wikidata.org/ query.wikidata.org]</bdi>. After this date, scholarly articles will be available through <bdi lang="zxx" dir="ltr" style="white-space:nowrap;">[https://query-scholarly.wikidata.org/ query-scholarly.wikidata.org]</bdi>, while the rest of the data hosted on Wikidata will be available through the <bdi lang="zxx" dir="ltr">[https://query.wikidata.org/ query.wikidata.org]</bdi> endpoint. This is part of the scheduled split of the Wikidata Graph, which was [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/September 2024 scaling update|announced in September 2024]]. More information is [[d:Wikidata:SPARQL query service/WDQS graph split|available on Wikidata]]. * The latest quarterly [[m:Special:MyLanguage/Wikimedia Apps/Newsletter/First quarter of 2025|Wikimedia Apps Newsletter]] is now available. It covers updates, experiments, and improvements made to the Wikipedia mobile apps. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The latest quarterly [[mw:Technical Community Newsletter/2025/April|Technical Community Newsletter]] is now available. This edition includes: an invitation for tool maintainers to attend the Toolforge UI Community Feedback Session on April 15th; recent community metrics; and recent technical blog posts. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.25|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:24, 15 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28540654 --> == Tech News: 2025-17 == <section begin="technews-2025-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/17|Translations]] are available. '''Updates for editors''' * [[f:Special:MyLanguage/Wikifunctions:Main Page|Wikifunctions]] is now integrated with [[w:dag:Solɔɣu|Dagbani Wikipedia]] since April 15. It is the first project that will be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them in articles. A function is something that takes one or more inputs and transforms them into a desired output, such as adding up two numbers, converting miles into metres, calculating how much time has passed since an event, or declining a word into a case. Wikifunctions will allow users to do that through a simple call of [[f:Special:MyLanguage/Wikifunctions:Catalogue|a stable and global function]], rather than via a local template. [https://www.wikifunctions.org/wiki/Special:MyLanguage/Wikifunctions:Status_updates/2025-04-16] * A new type of lint error has been created: [[Special:LintErrors/empty-heading|{{int:linter-category-empty-heading}}]] ([[mw:Special:MyLanguage/Help:Lint errors/empty-heading|documentation]]). The [[mw:Special:MyLanguage/Help:Extension:Linter|Linter extension]]'s purpose is to identify wikitext patterns that must or can be fixed in pages and provide some guidance about what the problems are with those patterns and how to fix them. [https://phabricator.wikimedia.org/T368722] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:37}} community-submitted {{PLURAL:37|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Following its publication on HuggingFace, the "Structured Contents" dataset, developed by Wikimedia Enterprise, is [https://enterprise.wikimedia.com/blog/kaggle-dataset/ now also available on Kaggle]. This Beta initiative is focused on making Wikimedia data more machine-readable for high-volume reusers. They are releasing this beta version in a location that open dataset communities already use, in order to seek feedback, to help improve the product for a future wider release. You can read more about the overall [https://enterprise.wikimedia.com/blog/structured-contents-snapshot-api/#open-datasets Structured Contents project], and about the [https://enterprise.wikimedia.com/blog/structured-contents-wikipedia-infobox/ first release that's freely usable]. * There is no new MediaWiki version this week. '''Meetings and events''' * The Editing and Machine Learning Teams invite interested volunteers to a video meeting to discuss [[mw:Special:MyLanguage/Edit check/Peacock check|Peacock check]], which is the latest [[mw:Special:MyLanguage/Edit check|Edit check]] that will detect "peacock" or "overly-promotional" or "non-neutral" language whilst an editor is typing. Editors who work with newcomers, or help to fix this kind of writing, or are interested in how we use artificial intelligence in our projects are encouraged to attend. The [[mw:Special:MyLanguage/Editing team/Community Conversations#Next Conversation|meeting will be on April 28, 2025]] at [https://zonestamp.toolforge.org/1745863200 18:00–19:00 UTC] and hosted on Zoom. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:00, 21 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28578245 --> == Tech News: 2025-18 == <section begin="technews-2025-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/18|Translations]] are available. '''Updates for editors''' * Event organizers who host collaborative activities on [[m:Special:MyLanguage/CampaignEvents/Deployment status#Global Deployment Plan|multiple wikis]], including Bengali, Japanese, and Korean Wikipedias, will have access to the [[mw:Special:MyLanguage/Extension:CampaignEvents|CampaignEvents extension]] this week. Also, admins in the Wikipedia where the extension is enabled will automatically be granted the event organizer right soon. They won't have to manually grant themselves the right before they can manage events as [[phab:T386861|requested by a community]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The release of the next major version of [[mw:Special:MyLanguage/Codex|Codex]], the design system for Wikimedia, is scheduled for 29 April 2025. Technical editors will have access to the release by the week of 5 May 2025. This update will include a number of [[mw:Special:MyLanguage/Codex/Release_Timeline/2.0#Breaking_changes|breaking changes]] and minor [[mw:Special:MyLanguage/Codex/Release_Timeline/2.0#Visual_changes|visual changes]]. Instructions on handling the breaking and visual changes are documented on [[mw:Special:MyLanguage/Codex/Release Timeline/2.0#|this page]]. Pre-release testing is reported in [[phab:T386298|T386298]], with post-release issues tracked in [[phab:T392379|T392379]] and [[phab:T392390|T392390]]. * Users of [[wikitech:Special:MyLanguage/Help:Wiki_Replicas|Wiki Replicas]] will notice that the database views of <code dir="ltr">ipblocks</code>, <code dir="ltr">ipblocks_ipindex</code>, and <code dir="ltr">ipblocks_compat</code> are [[phab:T390767|now deprecated]]. Users can query the <code dir="ltr">[[mw:Special:MyLanguage/Manual:Block_table|block]]</code> and <code dir="ltr">[[mw:Special:MyLanguage/Manual:Block_target_table|block_target]]</code> new views that mirror the new tables in the production database instead. The deprecated views will be removed entirely from Wiki Replicas in June, 2025. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.27|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April|Language and Internationalization Newsletter]] is now available. This edition includes an overview of the improved [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&campaign=contributionsmenu&to=es&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en#/ Content Translation Dashboard Tool], [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April#Language Support for New and Existing Languages|support for new languages]], [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April#Wiki Loves Ramadan Articles Made In Content Translation Mobile Workflow|highlights from the Wiki Loves Ramadan campaign]], [[m:Special:MyLanguage/Research:Languages Onboarding Experiment 2024 - Executive Summary|results from the Language Onboarding Experiment]], an analysis of topic diversity in articles, and information on upcoming community meetings and events. '''Meetings and events''' * The [[Special:MyLanguage/Grants:Knowledge_Sharing/Connect/Calendar|Let's Connect Learning Clinic]] will take place on [https://zonestamp.toolforge.org/1745937000 April 29 at 14:30 UTC]. This edition will focus on "Understanding and Navigating Conflict in Wikimedia Projects". You can [[m:Special:MyLanguage/Event:Learning Clinic %E2%80%93 Understanding and Navigating Conflict in Wikimedia Projects (Part_1)|register now]] to attend. * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]], which brings the global technical community together to connect, brainstorm, and hack existing projects, will take place from May 2 to 4th, 2025, at Istanbul, Turkey. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 28 April 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28585685 --> == Tech News: 2025-19 == <section begin="technews-2025-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/19|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation has shared the latest draft update to their [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|annual plan]] for next year (July 2025–June 2026). This includes an [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|executive summary]] (also on [[diffblog:2025/04/25/sharing-the-wikimedia-foundations-2025-2026-draft-annual-plan/|Diff]]), details about the three main [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals|goals]] ([[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|Infrastructure]], [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals/Volunteer Support|Volunteer Support]], and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals/Effectiveness|Effectiveness]]), [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Global Trends|global trends]], and the [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Budget Overview|budget]] and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Financial Model|financial model]]. Feedback and questions are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2025-2026|talk page]] until the end of May. '''Updates for editors''' * For wikis that have the [[m:Special:MyLanguage/CampaignEvents/Deployment status|CampaignEvents extension enabled]], two new feature improvements have been released: ** Admins can now choose which namespaces are permitted for [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] via [[mw:Special:MyLanguage/Community Configuration|Community Configuration]] ([[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Permitted namespaces|documentation]]). The default setup is for event registration to be permitted in the Event namespace, but other namespaces (such as the project namespace or WikiProject namespace) can now be added. With this change, communities like WikiProjects can now more easily use Event Registration for their collaborative activities. ** Editors can now [[mw:Special:MyLanguage/Transclusion|transclude]] the Collaboration List on a wiki page ([[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Collaboration list/Transclusion|documentation]]). The Collaboration List is an automated list of events and WikiProjects on the wikis, accessed via {{#special:AllEvents}} ([[w:en:Special:AllEvents|example]]). Now, the Collaboration List can be added to all sorts of wiki pages, such as: a wiki mainpage, a WikiProject page, an affiliate page, an event page, or even a user page. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers who use the <code dir=ltr>moment</code> library in gadgets and user scripts should revise their code to use alternatives like the <code dir=ltr>Intl</code> library or the new <code dir=ltr>mediawiki.DateFormatter</code> library. The <code dir=ltr>moment</code> library has been deprecated and will begin to log messages in the developer console. You can see a global search for current uses, and [[phab:T392532|ask related questions in this Phabricator task]]. * Developers who maintain a tool that queries the Wikidata term store tables (<code dir=ltr style="white-space: nowrap;">wbt_*</code>) need to update their code to connect to a separate database cluster. These tables are being split into a separate database cluster. Tools that query those tables via the wiki replicas must be adapted to connect to the new cluster instead. [[wikitech:News/2025 Wikidata term store database split|Documentation and related links are available]]. [https://phabricator.wikimedia.org/T390954] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.28|MediaWiki]] '''In depth''' * The latest [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|Chart Project newsletter]] is available. It includes updates on preparing to expand the deployment to additional wikis as soon as this week (starting May 6) and scaling up over the following weeks, plus exploring filtering and transforming source data. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:14, 6 May 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28665011 --> == Tech News: 2025-20 == <section begin="technews-2025-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/20|Translations]] are available. '''Weekly highlight''' * The [[m:Special:MyLanguage/Wikimedia URL Shortener|"Get shortened URL"]] link on the sidebar now includes a [[phab:T393309|QR code]]. Wikimedia site users can now use it by scanning or downloading it to quickly share and access shared content from Wikimedia sites, conveniently. '''Updates for editors''' * The Wikimedia Foundation is working on a system called [[m:Edge Uniques|Edge Uniques]], which will enable [[w:en:A/B testing|A/B testing]], help protect against [[w:en:Denial-of-service attack|distributed denial-of-service attacks]] (DDoS attacks), and make it easier to understand how many visitors the Wikimedia sites have. This is to help more efficiently build tools which help readers, and make it easier for readers to find what they are looking for. Tech News has [[m:Special:MyLanguage/Tech/News/2025/16|previously written about this]]. The deployment will be gradual. Some might see the Edge Uniques cookie the week of 19 May. You can discuss this on the [[m:Talk:Edge Uniques|talk page]]. * Starting May 19, 2025, Event organisers in wikis with the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] enabled can use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] in the project namespace (e.g., Wikipedia namespace, Wikidata namespace). With this change, communities don't need admins to use the feature. However, wikis that don't want this change can remove and add the permitted namespaces at [[Special:CommunityConfiguration/CampaignEvents]]. * The Wikipedia project now has a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q36720|Nupe]] ([[w:nup:|<code>w:nup:</code>]]). This is a language primarily spoken in the North Central region of Nigeria. Speakers of this language are invited to contribute to [[w:nup:Tatacin feregi|new Wikipedia]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers can now access pre-parsed Dutch Wikipedia, amongst others (English, German, French, Spanish, Italian, and Portuguese) through the [https://enterprise.wikimedia.com/docs/snapshot/#structured-contents-snapshot-bundle-info-beta Structured Contents snapshots (beta)]. The content includes parsed Wikipedia abstracts, descriptions, main images, infoboxes, article sections, and references. * The <code dir="ltr">/page/data-parsoid</code> REST API endpoint is no longer in use and will be deprecated. It is [[phab:T393557|scheduled to be turned off]] on June 7, 2025. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.1|MediaWiki]] '''In depth''' * The [https://wikitech.wikimedia.org/wiki/News/2025_Cloud_VPS_VXLAN_IPv6_migration IPv6 support] is a newly introduced Cloud virtual network that significantly boosts Wikimedia platforms' scalability, security, and readiness for the future. If you are a technical contributor eager to learn more, check out [https://techblog.wikimedia.org/2025/05/06/wikimedia-cloud-vps-ipv6-support/ this blog post] for an in-depth look at the journey to IPv6. '''Meetings and events''' * The 2nd edition of 2025 of [[m:Special:MyLanguage/Afrika Baraza|Afrika Baraza]], a virtual platform for African Wikimedians to connect, will take place on [https://zonestamp.toolforge.org/1747328400 May 15 at 17:00 UTC]. This edition will focus on discussions regarding [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|Wikimedia Annual planning and progress]]. * The [[m:Special:MyLanguage/MENA Connect Community Call|MENA Connect Community Call]], a virtual meeting for [[w:en:Middle East and North Africa|MENA]] Wikimedians to connect, will take place on [https://zonestamp.toolforge.org/1747501200 May 17 at 17:00 UTC]. You can [[m:Event:MENA Connect (Wiki_Diwan) APP Call|register now]] to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:37, 12 May 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28714188 --> == Tech News: 2025-21 == <section begin="technews-2025-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/21|Translations]] are available. '''Weekly highlight''' * The Editing Team and the Machine Learning Team are working on a new check for newcomers: [[mw:Edit check/Peacock check|Peacock check]]. Using a prediction model, this check will encourage editors to improve the tone of their edits, using artificial intelligence. We invite volunteers to review the first version of the Peacock language model for the following languages: Arabic, Spanish, Portuguese, English, and Japanese. Users from these wikis interested in reviewing this model are [[mw:Edit check/Peacock check/model test|invited to sign up at MediaWiki.org]]. The deadline to sign up is on May 23, which will be the start date of the test. '''Updates for editors''' * From May 20, 2025, [[m:Special:MyLanguage/Oversight policy|oversighters]] and [[m:Special:MyLanguage/Meta:CheckUsers|checkusers]] will need to have their accounts secured with two-factor authentication (2FA) to be able to use their advanced rights. All users who belong to these two groups and do not have 2FA enabled have been informed. In the future, this requirement may be extended to other users with advanced rights. [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|Learn more]]. * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] [[m:Special:MyLanguage/Community Wishlist Survey 2023/Multiblocks|Multiblocks]] will begin mass deployment by the end of the month: all non-Wikipedia projects plus Catalan Wikipedia will adopt Multiblocks in the week of May 26, while all other Wikipedias will adopt it in the week of June 2. Please [[m:Talk:Community Wishlist Survey 2023/Multiblocks|contact the team]] if you have concerns. Administrators can test the new user interface now on your own wiki by browsing to [{{fullurl:Special:Block|usecodex=1}} {{#special:Block}}?usecodex=1], and can test the full multiblocks functionality [[testwiki:Special:Block|on testwiki]]. Multiblocks is the feature that makes it possible for administrators to impose different types of blocks on the same user at the same time. See the [[mw:Special:MyLanguage/Help:Manage blocks|help page]] for more information. [https://phabricator.wikimedia.org/T377121] * Later this week, the [[{{#special:SpecialPages}}]] listing of almost all special pages will be updated with a new design. This page has been [[phab:T219543|redesigned]] to improve the user experience in a few ways, including: The ability to search for names and aliases of the special pages, sorting, more visible marking of restricted special pages, and a more mobile-friendly look. The new version can be [https://meta.wikimedia.beta.wmflabs.org/wiki/Special:SpecialPages previewed] at Beta Cluster now, and feedback shared in the task. [https://phabricator.wikimedia.org/T219543] * The [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] is being enabled on more wikis. For a detailed list of when the extension will be enabled on your wiki, please read the [[mw:Special:MyLanguage/Extension:Chart/Project#Deployment Timeline|deployment timeline]]. * [[f:Special:MyLanguage/Wikifunctions:Main Page|Wikifunctions]] will be deployed on May 27 on five Wiktionaries: [[wikt:ha:|Hausa]], [[wikt:ig:|Igbo]], [[wikt:bn:|Bengali]], [[wikt:ml:|Malayalam]], and [[wikt:dv:|Dhivehi/Maldivian]]. This is the second batch of deployment planned for the project. After deployment, the projects will be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them in their pages. A function is something that takes one or more inputs and transforms them into a desired output, such as adding up two numbers, converting miles into metres, calculating how much time has passed since an event, or declining a word into a case. Wikifunctions will allow users to do that through a simple call of [[f:Special:MyLanguage/Wikifunctions:Catalogue|a stable and global function]], rather than via a local template. * Later this week, the Wikimedia Foundation will publish a hub for [[diffblog:2024/07/09/on-the-value-of-experimentation/|experiments]]. This is to showcase and get user feedback on product experiments. The experiments help the Wikimedia movement [[diffblog:2023/07/13/exploring-paths-for-the-future-of-free-knowledge-new-wikipedia-chatgpt-plugin-leveraging-rich-media-social-apps-and-other-experiments/|understand new users]], how they interact with the internet and how it could affect the Wikimedia movement. Some examples are [[m:Special:MyLanguage/Future Audiences/Generated Video|generated video]], the [[m:Special:MyLanguage/Future Audiences/Roblox game|Wikipedia Roblox speedrun game]] and [[m:Special:MyLanguage/Future Audiences/Discord bot|the Discord bot]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a bug with creating an account using the API, which has now been fixed. [https://phabricator.wikimedia.org/T390751] '''Updates for technical contributors''' * Gadgets and user scripts that interact with [[{{#special:Block}}]] may need to be updated to work with the new [[mw:Special:MyLanguage/Help:Manage blocks|manage blocks interface]]. Please review the [[mw:Help:Manage blocks/Developers|developer guide]] for more information. If you need help or are unable to adapt your script to the new interface, please let the team know on the [[mw:Help talk:Manage blocks/Developers|talk page]]. [https://phabricator.wikimedia.org/T377121] * The <code dir=ltr>mw.title</code> object allows you to get information about a specific wiki page in the [[w:en:Wikipedia:Lua|Lua]] programming language. Starting this week, a new property will be added to the object, named <code dir=ltr>isDisambiguationPage</code>. This property allows you to check if a page is a disambiguation page, without the need to write a custom function. [https://phabricator.wikimedia.org/T71441] * [[File:Octicons-tools.svg|15px|link=|class=skin-invert|Advanced item]] User script developers can use a [[toolforge:gitlab-content|new reverse proxy tool]] to load javascript and css from [[gitlab:|gitlab.wikimedia.org]] with <code dir=ltr>mw.loader.load</code>. The tool's author hopes this will enable collaborative development workflows for user scripts including linting, unit tests, code generation, and code review on <bdi lang="zxx" dir="ltr">gitlab.wikimedia.org</bdi> without a separate copy-and-paste step to publish scripts to a Wikimedia wiki for integration and acceptance testing. See [[wikitech:Tool:Gitlab-content|Tool:Gitlab-content on Wikitech]] for more information. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.2|MediaWiki]] '''Meetings and events''' * The 12th edition of [[m:Special:MyLanguage/Wiki Workshop 2025|Wiki Workshop 2025]], a forum that brings together researchers that explore all aspects of Wikimedia projects, will be held virtually on 21-22 May. Researchers can [https://pretix.eu/wikimedia/wikiworkshop2025/ register now]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:12, 19 May 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28724712 --> == Tech News: 2025-22 == <section begin="technews-2025-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/22|Translations]] are available. '''Weekly highlight''' * A community-wide discussion about a very delicate issue for the development of [[m:Special:MyLanguage/Abstract Wikipedia|Abstract Wikipedia]] is now open on Meta: where to store the abstract content that will be developed through functions from Wikifunctions and data from Wikidata. The discussion is open until June 12 at [[m:Special:MyLanguage/Abstract Wikipedia/Location of Abstract Content|Abstract Wikipedia/Location of Abstract Content]], and every opinion is welcomed. The decision will be made and communicated after the consultation period by the Foundation. '''Updates for editors''' * Since last week, on all wikis except [[phab:T388604|the largest 20]], people using the mobile visual editor will have [[phab:T385851|additional tools in the menu bar]], accessed using the new <code>+</code> toolbar button. To start, the new menu will include options to add: citations, hieroglyphs, and code blocks. Deployment to the remaining wikis is [[phab:T388605|scheduled]] to happen in June. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The <code dir=ltr>[[mw:Special:MyLanguage/Help:Extension:ParserFunctions##ifexist|#ifexist]]</code> parser function will no longer register a link to its target page. This will improve the usefulness of [[{{#special:WantedPages}}]], which will eventually only list pages that are the target of an actual red link. This change will happen gradually as the source pages are updated. [https://phabricator.wikimedia.org/T14019] * This week, the Moderator Tools team will launch [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], starting at Indonesian Wikipedia. This new filter highlights edits that are likely to be reverted. The goal is to help Recent Changes patrollers identify potentially problematic edits. Other wikis will benefit from this filter in the future. * Upon clicking an empty search bar, logged-out users will see suggestions of articles for further reading. The feature will be available on both desktop and mobile. Readers of Catalan, Hebrew, and Italian Wikipedias and some sister projects will receive the change between May 21 and mid-June. Readers of other wikis will receive the change later. The goal is to encourage users to read the wikis more. [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments/Search Suggestions|Learn more]]. * Some users of the Wikipedia Android app can use a new feature for readers, [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/TrivaGame|WikiGames]], a daily trivia game based on real historical events. The release has started as an A/B test, available to 50% of users in the following languages: English, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish. * The [[mw:Special:MyLanguage/Extension:Newsletter|Newsletter extension]] that is available on MediaWiki.org allows the creation of [[mw:Special:Newsletters|various newsletters]] for global users. The extension can now publish new issues as section links on an existing page, instead of requiring a new page for each issue. [https://phabricator.wikimedia.org/T393844] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The previously deprecated <code dir=ltr>[[mw:Special:MyLanguage/Manual:Ipblocks table|ipblocks]]</code> views in [[wikitech:Help:Wiki Replicas|Wiki Replicas]] will be removed in the beginning of June. Users are encouraged to query the new <code dir=ltr>[[mw:Special:MyLanguage/Manual:Block table|block]]</code> and <code dir=ltr>[[mw:Special:MyLanguage/Manual:Block target table|block_target]]</code> views instead. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.3|MediaWiki]] '''Meetings and events''' * [[d:Special:MyLanguage/Event:Wikidata and Sister Projects|Wikidata and Sister Projects]] is a multi-day online event that will focus on how Wikidata is integrated to Wikipedia and the other Wikimedia projects. The event runs from May 29 – June 1. You can [[d:Special:MyLanguage/Event:Wikidata and Sister Projects#Sessions|read the Program schedule]] and [[d:Special:RegisterForEvent/1291|register]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:04, 26 May 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28788673 --> == Tech News: 2025-23 == <section begin="technews-2025-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/23|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] is now available on all Wikimedia wikis. Editors can use this new extension to create interactive data visualizations like bar, line, area, and pie charts. Charts are designed to replace many of the uses of the legacy [[mw:Special:MyLanguage/Extension:Graph|Graph extension]]. '''Updates for editors''' * It is now easier to configure automatic citations for your wiki within the visual editor's [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|citation generator]]. Administrators can now set a default template by using the <code dir=ltr>_default</code> key in the local <bdi lang="en" dir="ltr">[[MediaWiki:Citoid-template-type-map.json]]</bdi> page ([[mw:Special:Diff/6969653/7646386|example diff]]). Setting this default will also help to future-proof your existing configurations when [[phab:T347823|new item types]] are added in the future. You can still set templates for individual item types as they will be preferred to the default template. [https://phabricator.wikimedia.org/T384709] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Starting the week of June 2, bots logging in using <code dir=ltr>action=login</code> or <code dir=ltr>action=clientlogin</code> will fail more often. This is because of stronger protections against suspicious logins. Bots using [[mw:Special:MyLanguage/Manual:Bot passwords|bot passwords]] or using a loginless authentication method such as [[mw:Special:MyLanguage/OAuth/Owner-only consumers|OAuth]] are not affected. If your bot is not using one of those, you should update it; using <code dir=ltr>action=login</code> without a bot password was deprecated [[listarchive:list/wikitech-l@lists.wikimedia.org/message/3EEMN7VQX5G7WMQI5K2GP5JC2336DPTD/|in 2016]]. For most bots, this only requires changing what password the bot uses. [https://phabricator.wikimedia.org/T395205] * From this week, Wikimedia wikis will allow ES2017 features in JavaScript code for official code, gadgets, and user scripts. The most visible feature of ES2017 is <bdi lang="zxx" dir="ltr"><code>async</code>/<code>await</code></bdi> syntax, allowing for easier-to-read code. Until this week, the platform only allowed up to ES2016, and a few months before that, up to ES2015. [https://phabricator.wikimedia.org/T381537] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.4|MediaWiki]] '''Meetings and events''' * Scholarship applications to participate in the [[m:Special:MyLanguage/GLAM Wiki 2025|GLAM Wiki Conference 2025]] are now open. The conference will take place from 30 October to 1 November, in Lisbon, Portugal. GLAM contributors who lack the means to support their participation can [[m:Special:MyLanguage/GLAM Wiki 2025/Scholarships|apply here]]. Scholarship applications close on June 7th. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:55, 2 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28819186 --> == Tech News: 2025-24 == <section begin="technews-2025-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/24|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Trust and Safety Product|Trust and Safety Product team]] is finalizing work needed to roll out [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] on large Wikipedias later this month. The team has worked with stewards and other users with extended rights to predict and address many use cases that may arise on larger wikis, so that community members can continue to effectively moderate and patrol temporary accounts. This will be the second of three phases of deployment – the last one will take place in September at the earliest. For more information about the recent developments on the project, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|see this update]]. If you have any comments or questions, write on the [[mw:Talk:Trust and Safety Product/Temporary Accounts|talk page]], and [[m:Event:CEE Catch up Nr. 10 (June 2025)|join a CEE Catch Up]] this Tuesday. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] The [[mw:Special:MyLanguage/Help:Watchlist expiry|watchlist expiry]] feature allows editors to watch pages for a limited period of time. After that period, the page is automatically removed from your watchlist. Starting this week, you can set a preference for the default period of time to watch pages. The [[Special:Preferences#mw-prefsection-watchlist-pageswatchlist|preferences]] also allow you to set different default watch periods for editing existing pages, pages you create, and when using rollback. [https://phabricator.wikimedia.org/T265716] [[File:Talk pages default look (April 2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages will change at almost all Wikipedias ([[m:Special:MyLanguage/Tech/News/2024/19|some]] have already received this design change, [[phab:T379264|a few]] will get these changes later). You can read details about the changes [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. It is possible to opt out of these changes [[Special:Preferences#mw-prefsection-editing-discussion|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). [https://phabricator.wikimedia.org/T319146][https://phabricator.wikimedia.org/T392121] * Users with specific extended rights (including administrators, bureaucrats, checkusers, oversighters, and stewards) can now have IP addresses of all temporary accounts [[phab:T358853|revealed automatically]] during time-limited periods where they need to combat high-speed account-hopping vandalism. This feature was requested by stewards. [https://phabricator.wikimedia.org/T386492] * This week, the Moderator Tools and Machine Learning teams will continue the rollout of [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], releasing it to several more Wikipedias. This filter utilizes the Revert Risk model, which was created by the Research team, to highlight edits that are likely to be reverted and help Recent Changes patrollers identify potentially problematic contributions. The feature will be rolled out to the following Wikipedias: {{int:project-localized-name-afwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-simplewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}. The rollout will continue in the coming weeks to include [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|the rest of the Wikipedias in this project]]. [https://phabricator.wikimedia.org/T391964] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * AbuseFilter editors active on Meta-Wiki and large Wikipedias are kindly asked to update AbuseFilter to make it compatible with temporary accounts. A link to the instructions and the private lists of filters needing verification are [[phab:T369611|available on Phabricator]]. * Lua modules now have access to the name of a page's associated thumbnail image, and on [https://gerrit.wikimedia.org/g/operations/mediawiki-config/+/2e4ab14aa15bb95568f9c07dd777065901eb2126/wmf-config/InitialiseSettings.php#10849 some wikis] to the WikiProject assessment information. This is possible using two new properties on [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#added-by-extensions|mw.title objects]], named <code dir=ltr>pageImage</code> and <code dir=ltr>pageAssessments</code>. [https://phabricator.wikimedia.org/T131911][https://phabricator.wikimedia.org/T380122] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.5|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:16, 10 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28846858 --> == Tech News: 2025-25 == <section begin="technews-2025-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/25|Translations]] are available. '''Updates for editors''' * You can [https://wikimediafoundation.limesurvey.net/359761?lang=en nominate your favorite tools] for the sixth edition of the [[m:Special:MyLanguage/Coolest Tool Award|Coolest Tool Award]]. Nominations are anonymous and will be open until June 25. You can re-use the survey to nominate multiple tools. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.6|MediaWiki]] '''In depth''' * Foundation staff and technical volunteers use Wikimedia APIs to build the tools, applications, features, and integrations that enhance user experiences. Over the coming years, the MediaWiki Interfaces team will be investing in Wikimedia web (HTTP) APIs to better serve technical volunteer needs and protect Wikimedia infrastructure from potential abuse. You can [https://techblog.wikimedia.org/2025/06/12/apis-as-a-product-investing-in-the-current-and-next-generation-of-technical-contributors/ read more about their plans to evolve the APIs in this Techblog post]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:38, 16 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28870688 --> == Tech News: 2025-26 == <section begin="technews-2025-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/26|Translations]] are available. '''Weekly highlight''' * This week, the Moderator Tools and Machine Learning teams will continue the rollout of [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], releasing it to the third and last batch of Wikipedias. This filter utilizes the Revert Risk model, which was created by the Research team, to highlight edits that are likely to be reverted and help Recent Changes patrollers identify potentially problematic contributions. The feature will be rolled out to the following Wikipedias: {{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-swwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tlwiki/en}}. The rollout will continue in the coming weeks to include [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|the rest of the Wikipedias in this project]]. [https://phabricator.wikimedia.org/T391964] '''Updates for editors''' * Last week, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] were rolled out on Czech, Korean, and Turkish Wikipedias. This and next week, deployments on larger Wikipedias will follow. [[mw:Talk:Trust and Safety Product/Temporary Accounts|Share your thoughts]] about the project. [https://phabricator.wikimedia.org/T340001] * Later this week, the Editing team will release [[mw:Special:MyLanguage/Help:Edit check#Multi check|Multi Check]] to all Wikipedias (except English Wikipedia). This feature shows multiple [[mw:Special:MyLanguage/Help:Edit check#Reference check|Reference checks]] within the editing experience. This encourages users to add citations when they add multiple new paragraphs to a Wikipedia article. This feature was previously available as an A/B test. [https://analytics.wikimedia.org/published/reports/editing/multi_check_ab_test_report_final.html#summary-of-results The test shows] that users who are shown multiple checks are 1.3 times more likely to add a reference to their edit, and their edit is less likely to be reverted (-34.7%). [https://phabricator.wikimedia.org/T395519] * A few pages need to be renamed due to software updates and to match more recent Unicode standards. All of these changes are related to title-casing changes. Approximately 71 pages and 3 files will be renamed, across 15 wikis; the complete list is in [[phab:T396903|the task]]. The developers will rename these pages next week, and they will fix redirects and embedded file links a few minutes later via a system settings update. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that had caused pages to scroll upwards when text near the top was selected. [https://phabricator.wikimedia.org/T364023] '''Updates for technical contributors''' * Editors can now use Lua modules to filter and transform tabular data for use with [[mw:Special:MyLanguage/Extension:Chart|Extension:Chart]]. This can be used for things like selecting a subset of rows or columns from the source data, converting between units, statistical processing, and many other useful transformations. [[mw:Special:MyLanguage/Extension:Chart/Transforms|Information on how to use transforms is available]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Extension:Chart/Project/Updates] * The <code dir=ltr>all_links</code> variable in [[Special:AbuseFilter|AbuseFilter]] is now renamed to <code dir=ltr>new_links</code> for consistency with other variables. Old usages will still continue to work. [https://phabricator.wikimedia.org/T391811] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.7|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/34|Growth newsletter]] is available. It includes: the recent updates for the "Add a Link" Task, two new Newcomer Engagement Features, and updates to Community Configuration. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 23 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28870688 --> == Tech News: 2025-27 == <section begin="technews-2025-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/27|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] has been enabled on all Wikipedias. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. The extension has three features: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Campaigns/Foundation Product Team/Invitation list|Invitation List]]. To request the extension for your wiki, visit the [[m:Special:MyLanguage/CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|Deployment information page]]. '''Updates for editors''' * AbuseFilter maintainers can now [[mw:Special:MyLanguage/Extension:IPReputation/AbuseFilter variables|match against IP reputation data]] in [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilters]]. IP reputation data is information about the proxies and VPNs associated with the user's IP address. This data is not shown publicly and is not generated for actions performed by registered accounts. [https://phabricator.wikimedia.org/T354599] * Hidden content that is within [[mw:Special:MyLanguage/Manual:Collapsible elements|collapsible parts of wikipages]] will now be revealed when someone searches the page using the web browser's "Find in page" function (Ctrl+F or ⌘F) in supporting browsers. [https://phabricator.wikimedia.org/T327893][https://developer.mozilla.org/en-US/docs/Web/HTML/Reference/Global_attributes/hidden#browser_compatibility] * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new feature, called [[mw:Special:MyLanguage/Help:TemplateData/Template discovery|Favourite Templates]], will be deployed later this week on all projects (except English Wikipedia, which will receive the feature next week), following a piloting phase on Polish and Arabic Wikipedia, and Italian and English Wikisource. The feature will provide a better way for new and experienced contributors to recall and discover templates via the template dialog, by allowing users to put templates on a special "favourite list". The feature works with both the visual editor and the wikitext editor. The feature is a [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|community wishlist focus area]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that had caused some Notifications to be sent multiple times. [https://phabricator.wikimedia.org/T397103] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.8|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:40, 30 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28917415 --> == Tech News: 2025-28 == <section begin="technews-2025-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/28|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Help:Temporary accounts|Temporary accounts]] have been rolled out on 18 large and medium-sized Wikipedias, including German, Japanese, French, and Chinese. Now, about 1/3 of all logged-out activity across wikis is coming from temporary accounts. Users involved in patrolling may be interested in two new documentation pages: [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Access to IP|Access to IP]], explaining everything related to access to temporary account IP addresses, and [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Repository|Repository]] with a list of new gadgets and user scripts. '''Updates for editors''' * Anyone can play an experimental new game, [[mw:Special:MyLanguage/New Engagement Experiments/WikiRun|WikiRun]], that lets you race through Wikipedia by clicking from one article to another, aiming to reach a target page in as few steps and in as little time as possible. The project's goal is to explore new ways of engaging readers. [https://wikirun-game.toolforge.org/ Try playing the game] and let the team know what you think [[mw:Talk:New Engagement Experiments/WikiRun|on the talk page]]. * Users of the Wikipedia Android app in some languages can now play the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/TrivaGame|trivia game]]. ''Which came first?'' is a simple history game where you guess which of two events happened earlier on today's date. It was previously available as an A/B test. It is now available to all users in English, German, French, Spanish, Portuguese, Russian, Arabic, Turkish, and Chinese. The goal of the feature is to help engage with new generations of readers. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/News/2025/22] * Users of the iOS Wikipedia App in some languages may see a new tabbed browsing feature that enables you to open multiple tabs while reading. This feature makes it easier to explore related topics and switch between articles. The A/B test is currently running in Arabic, English, and Japanese in selected regions. More details are available on the [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Tabbed Browsing (Tabs)|Tabbed Browsing project page]]. * Bureaucrats on Wikimedia wikis can now use [[{{#special:VerifyOATHForUser}}]] to check if users have enabled [[mw:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]]. [https://phabricator.wikimedia.org/T265726] * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new feature related to [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template Recall and Discovery]] will be deployed later this week to all Wikimedia projects: a [[mw:Special:MyLanguage/Help:TemplateData/Template discovery#Template categories|template category browser]] will be introduced to assist users in finding templates to put in their “favourite” list. The browser will allow users to browse a list of templates which have been organised into a given category tree. The feature has been requested by the community [[m:Special:MyLanguage/Community Wishlist/Wishes/Select templates by categories|through the Community Wishlist]]. * It is now possible to access watchlist preferences from the watchlist page. Also the redundant button to edit the watchlist has been removed. [https://www.mediawiki.org/wiki/Moderator_Tools/Watchlist] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * As part of [[mw:MediaWiki_1.44|MediaWiki 1.44]] there is now a unified built-in Notifications system that makes it easier for developers to send, manage, and customize notifications. Check out the updated documentation at [[mw:Manual:Notifications|Manual:Notifications]], information about migration in [[phab:T388663|T388663]] and details on deprecated hooks in [[phab:T389624|T389624]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.9|MediaWiki]] '''Meetings and events''' * [[d:Special:MyLanguage/Event:WikidataCon 2025|WikidataCon 2025]], the conference dedicated to Wikidata is now open for [https://pretalx.com/wikidatacon-2025/cfp session proposals] and for [[d:Special:RegisterForEvent/1340|registration]]. This year's event will be held online from October 31 – November 02 and will explore on the theme of "Connecting People through Linked Open Data". '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 8 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28930584 --> == Tech News: 2025-29 == <section begin="technews-2025-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/29|Translations]] are available. '''Updates for editors''' * [[mw:Special:MyLanguage/Help:TemplateData/Template discovery#Featured templates|Featured templates]], a new feature related to [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template Recall and Discovery]] will be deployed this week to all Wikimedia projects: With this feature, editors will be able to quickly access a list of templates that are likely to be useful. These templates will be displayed in a list, under the "featured" tab of the template discovery interface. Administrators can define the list via the Community Configuration interface. The feature fulfills a request by the community [[m:Special:MyLanguage/Community Wishlist/Wishes/Easy access Templates|through the Community Wishlist]]. [https://phabricator.wikimedia.org/T367428][https://phabricator.wikimedia.org/T392896] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the request to add Malayalam fonts in the [[oldWikisource:Special:MyLanguage/Wikisource:WS Export|Wikisource Book Export Tool]] was resolved and now, the rendering of Malayalam letters in exported Wikisource books are accurate. [https://phabricator.wikimedia.org/T374457] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.10|MediaWiki]] '''In depth''' * Developers, designers, and all Wikimedians are invited to [https://phabricator.wikimedia.org/project/board/7953/ submit a project idea] for the Wikimania Hackathon 2025. Read [https://diff.wikimedia.org/2025/06/30/call-for-projects-wikimania-hackathon-2025-is-coming-to-nairobi/ this Diff blog post] for more details. '''Meetings and events''' * [[m:WikiIndaba conference 2025|WikiIndaba 2025]] scholarship application and program submission is open until 23:59 GMT on July 20. WikiIndaba is a regional conference for African Wikimedians both on the continent and in the diaspora to unite and grow together. Submit [https://docs.google.com/forms/d/e/1FAIpQLSdJTv68R1OPASXXDfpIl8EWiMLTM-TDwh6_5gNVvFuWccFZ2Q/viewform your scholarship application] and [https://ee.kobotoolbox.org/x/BI3omIfH program proposal] now! * [https://br.wikimedia.org/wiki/WikiCon_Brasil_2025 WikiCon Brasil 2025] will take place on July 19-20 in Salvador, Bahia, Brazil. The Brazilian community members are encouraged to register and attend! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:09, 14 July 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28980963 --> == Tech News: 2025-30 == <section begin="technews-2025-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/30|Translations]] are available. '''Updates for editors''' * The Translation Suggestions feature in the [[mw:Special:MyLanguage/Content translation|Content Translation tool]] now has another level of article filters added to the "[https://en.wikipedia.org/w/index.php?title=Special:ContentTranslation&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en&to=fi#/ ... More]" category. Translators who use the Suggestions feature can now select and receive article suggestions that are customized to geographical locations of their interest using the new "{{int:Cx-sx-suggestions-filters-tab-regions}}" filter. [https://phabricator.wikimedia.org/T113257] * Administrators can now limit "Add a Link" to newcomers. The [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|"Add a Link"]] Structured Task [[mw:Special:MyLanguage/Growth/Constructive activation experimentation#Enwiki A/B test & "Add a Link" Improvements (Wiki Experiences 1.2.11 & 1.2.16)|helps new account holders start editing]], but some communities have requested the ability to restrict it to its intended audience: newcomers. Administrators can configure this setting within the [[Special:CommunityConfiguration/GrowthSuggestedEdits|Community Configuration]] feature. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * For AbuseFilter editors on [[phab:T392144|some wikis]], it is now possible to filter edits based on the RevertRisk score of the edit being attempted. It is only populated if the action being evaluated is an edit. For more information, please see the [[mw:Special:MyLanguage/Extension:ORES/AbuseFilter variables#What variables are available for use|ORES/AbuseFilter variables]] documentation. * The [[mw:Special:MyLanguage/Beta Cluster|Beta Cluster]] wikis have [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/YDABPV75LADRQCXMJAFWUP256N4EQ25B/|been moved]] from <code dir=ltr>beta.wmflabs.org</code> to <code dir=ltr>beta.wmcloud.org</code>. Users may need to update URLs in any tools, or in their password managers. Any related issues can be [[phab:T289318|reported in the task]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.11|MediaWiki]] '''Meetings and events''' * [[m:Special:MyLanguage/WikiCite 2025|WikiCite 2025]] will take place from 29–31 August, both online and in-person in Bern, Switzerland. The event's goals are to reconnect communities, institutions, and individuals working with open citations, bibliographic data, and the Wikidata/Wikibase ecosystem. Registration is open and the call for proposals will be announced soon. [https://lists.wikimedia.org/hyperkitty/list/wikidata@lists.wikimedia.org/message/KQZUG3ETKLBWPBYSB2YAWZIRPWHS24TG/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:42, 21 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29005283 --> == Tech News: 2025-31 == <section begin="technews-2025-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/31|Translations]] are available. '''Weekly highlight''' * The Community Tech team will be focusing on wishes related to Watchlists and Recent Changes pages, over the next few months. They are looking for feedback. Please [[m:Special:MyLanguage/Community Wishlist/Updates#July 24, 2025: Watchlists and Recent Changes pages|read the latest update]], and if you have ideas, please [[m:Special:MyLanguage/Community Wishlist|submit a wish]] on the topic. '''Updates for editors''' * The Wikimedia Commons community has decided to block [[:mw:Special:MyLanguage/Upload dialog|cross-wiki uploads]] to Wikimedia Commons, for all users without autoconfirmed rights on that wiki, starting on August 16. This is because of [[:c:Commons:Cross-wiki media upload tool/History|widespread problems]] related to files that are uploaded by newcomers. Users who are affected by this will get an error message with a link to the less restrictive UploadWizard on Commons. Please help translating the [[:c:Special:MyLanguage/MediaWiki:Abusefilter-disallowed-cross-wiki-upload|message]] or give feedback on the message text. Please also update your local help pages to explain this restriction. [https://phabricator.wikimedia.org/T370598] * On wikis with temporary accounts enabled and Meta-Wiki, administrators may now set up a footer for the Special:Contributions pages of temporary accounts, similar to those which can be shown on IP and user-account pages. They may do it by creating the page named <code dir=ltr>MediaWiki:Sp-contributions-footer-temp</code>. [https://phabricator.wikimedia.org/T398347] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.12|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2025:Wikimania|Wikimania 2025]] will run from August 6–9. The [https://wikimedia.eventyay.com/talk/wikimania2025/schedule/ program is available] for you to plan which sessions you want to attend. Most sessions will be live-streamed, with exceptions for those that show the "no camera" icon. If you are joining online to watch live-streams and use the interactive features, please [[wmania:Special:MyLanguage/2025:Registration|register]] for a free virtual ticket. For example, you may be interested in technical sessions such as: ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/KFEFVG/ Temporary Accounts: Enhancing privacy for our unregistered editors] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/TVCVAB/ Building a Sustainable Future for Wikimedia Contributors] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/WTRQCJ/ A dozen visions for wikitext!] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/8YKKP9/ Coordinate Across Stakeholders with the Product and Technology Advisory Council] * The [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2025|MediaWiki Users and Developers Conference, Fall 2025]] will be held 28–30 October 2025 in Hanover, Germany. This event is organized by and for the third-party MediaWiki community. You can propose sessions and register to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:26, 29 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29051727 --> == Tech News: 2025-32 == <section begin="technews-2025-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/32|Translations]] are available. '''Updates for editors''' * Editors can now enable the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/User Info|User Info card]]. This feature adds an icon next to usernames on history pages and similar user-contribution log pages. When you tap or click on the icon, it displays data related to that user account such as the number of edits, reverted edits, blocks, and more. It's part of a broader project to make it easier for moderators to evaluate account trustworthiness. The feature can be enabled in [[testwiki:Special:GlobalPreferences#mw-prefsection-rendering|your global preferences]], and later this week it will be available in local preferences. [https://phabricator.wikimedia.org/T386439] * Everybody is invited to share comments on [[m:Special:MyLanguage/CampaignEvents/Collaborative contributions|Collaborative Contributions]], a project recently launched by the [[m:Special:MyLanguage/Connection Team|Connection team]]. The project aims to create a new way to display the impact of collaborative editing activities (such as edit-a-thons, backlog drives, and WikiProjects) on the wikis. Post your comments on the [[m:Talk:CampaignEvents/Collaborative contributions|project talk page]]. [https://phabricator.wikimedia.org/T378035] * Administrators can now define the default block duration for temporary accounts. To do that, they need to create a page named <code dir=ltr>MediaWiki:Ipb-default-expiry-temporary-account</code> and use a value defined in <code dir=ltr>MediaWiki:Ipboptions</code>. This allows administrators to easily block temporary accounts for 90 days, which is functionally equivalent to an indefinite block. The advantage of this solution is that it does not clutter Special:BlockList. [[mw:Special:MyLanguage/Manual:Block and unblock#Default block duration options|More documentation]] is available. [https://phabricator.wikimedia.org/T398626] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Gadgets can now include <code dir=ltr>.vue</code> files. This makes it easier to develop modern user interfaces using [[mw:Vue.js|Vue.js]], in particular using [[mw:Special:MyLanguage/Codex|Codex]], the official design system of Wikimedia. [[wmdoc:codex/latest/icons/overview.html|Codex icons]] can be loaded through the gadget definition. [[mw:Special:MyLanguage/Extension:Gadgets#Pages|The documentation]] has examples. For user scripts that use Vue.js, an [[mw:API:CodexIcons|API module]] now exists to load Codex icons. [https://phabricator.wikimedia.org/T340460][https://phabricator.wikimedia.org/T311099] * Module developers can now use a [[mw:Help:Extension:Translate/Message Bundles/Lua reference|Lua interface]] to simplify the preparation of Lua modules for translation on Meta-Wiki. This improvement makes it easier for translators to find and edit module strings without dealing with raw Lua code. It helps prevent mistakes that could break the module during translation. Module developers and translators are invited to [[commons:File:Translatable modules video demo July 2025.webm|watch the demo video]], read more about [[mw:Special:MyLanguage/Translatable modules|translatable modules]] to understand how it works, refer to Meta-Wiki's [[m:Module:User Wikimedia project|Module:User Wikimedia project]] for example usage, and [[mw:Talk:Translatable modules|share their feedback]] on how well it addresses the challenges in their workflow. The interface still has some performance issues, so it should not be used in widely used modules yet. [https://phabricator.wikimedia.org/T359918] * Developers of external tools that connect to Wikimedia pages must set a user-agent that complies with [[foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|the user-agent policy]]. This policy will start to be more strongly enforced in August because of external crawlers that are [[diffblog:2025/04/01/how-crawlers-impact-the-operations-of-the-wikimedia-projects/|overusing]] Wikimedia's resources. Tools that are hosted on Wikimedia's Toolforge or Cloud VPS will not be affected by this for now, but should still set a user-agent. [[phab:T400119|More technical details are available]], and related questions are welcome in that task. * Parsoid Read Views is going to be rolling out to some smaller Wikipedias over the next few weeks, following the successful transition of Wikivoyages and Wiktionaries to Parsoid Read Views. For more information, see the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parsoid/Parser Unification]] project page. [https://phabricator.wikimedia.org/project/profile/7694/] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.13|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2025:Wikimania|Wikimania 2025]] will run from August 6–9. The [https://wikimedia.eventyay.com/talk/wikimania2025/schedule/ program is available] for you to plan which sessions you want to attend. Most sessions will be live-streamed, with exceptions for those that show the "no camera" icon. If you are joining online to watch live-streams and use the interactive features, please [[wmania:Special:MyLanguage/2025:Registration|register]] for a free virtual ticket. For example, you may be interested in technical sessions such as: ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/GEH9DH/ Wikimedia’s knowledge infrastructure in a changing internet: Establishing sustainable pathways for content reuse] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/7ELN9Q/ Wikifunctions is coming soon to a wiki near you!] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/ZMGVJV/ Shaping the Future of Wikipedia’s Reader Experience] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/KCKTFZ/ Making Wikipedia More Readable: What Comes Next] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:40, 5 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29083927 --> == Tech News: 2025-33 == <section begin="technews-2025-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/33|Translations]] are available. '''Updates for editors''' * The WikiEditor toolbar now includes [[mw:Special:MyLanguage/Help:Extension:WikiEditor#Keyboard shortcuts|its keyboard shortcuts]] in the tooltips for its buttons. This will help to improve the discoverability of this feature. [https://phabricator.wikimedia.org/T400583] * The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] published a set of [[m:Special:MyLanguage/Product and Technology Advisory Council/August 2025 draft PTAC proposals for feedback|proposed experiments]] the Wikimedia Foundation can try to improve communication with community. Feedback on the proposals are welcomed until August 22 on [[m:Talk:Product and Technology Advisory Council/August 2025 draft PTAC proposals for feedback|this talk page]]. * The search bar on the Minerva skin (mobile) has been updated to use the same type-ahead search component that is used on the Vector 2022 skin. There are no changes in search functionality but there are minor visual changes. Specifically, the close-search button has been changed from an "X" to a back arrow. This helps to distinguish it from the other "X" button that is used to clear any text. [https://phabricator.wikimedia.org/T393944] * Editors on some wikis will see a new toggle for "Group results by page" on watchlist, related changes, and recent changes pages. This is [[mw:Special:MyLanguage/Moderator Tools/Watchlist/Experiment|an A/B experiment]] that is planned to start on August 11, and will run for 3–6 weeks on the Bengali, Chinese, Czech, French, Greek, Portuguese, and Urdu Wikipedias. The experiment will examine how making this feature more discoverable might affect editors' ability to find the edits they are looking for. [https://phabricator.wikimedia.org/T396789] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The multiwiki datasets of [[:wikt:en:Module:Unicode data|Unicode data]] have been moved to [[c:Category:Unicode Module Datasets|Category:Unicode Module Datasets]] on Wikimedia Commons, to follow the idea of "One common data source, multiple local wikis". Most wikis have been updated to use the Commons version. You can ask questions at [[c:Category talk:Unicode Module Datasets|the talkpage]]. [https://en.wiktionary.org/wiki/Module_talk:Unicode_data#Data_from_commons] * Lua code can add warnings when something is wrong, by using the <code dir=ltr>mw.addWarning()</code> function. It is now possible to add more than one warning, instead of new warnings replacing old ones. If you maintain a Lua module that used warnings, you should check it still works as expected. [https://phabricator.wikimedia.org/T398390] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.14|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:29, 11 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29106516 --> == Tech News: 2025-34 == <section begin="technews-2025-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/34|Translations]] are available. '''Updates for editors''' * Later this week, people who are logged-in and have the "[[mw:Special:MyLanguage/Talk pages project/Feature summary|Discussion tools]]" [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] enabled will gain the ability to "Thank" individual comments directly from talk pages, rather than needing to navigate to page history. [[mw:Special:MyLanguage/Talk pages project/Feature summary#Comment actions|Learn more about this feature]]. [https://phabricator.wikimedia.org/T400849] * An A/B test comparing two versions of the desktop donate link launched on testwiki on 12 August and on English Wikipedia 14 August for 0.1% of logged out users on the desktop site. The experiment will run for three weeks, ending on 12 September. [https://phabricator.wikimedia.org/T395716] * An A/A test to measure the baseline for reader retention was launched 12 August using [[wikitech:Experimentation Lab|Experimentation Lab]]. This measures the percentage of users who revisit a wiki after their initial visit over a 14-day period. No visual changes are expected. The experiment will run through 31 August. [https://phabricator.wikimedia.org/T399227] * Five new wikis have been created: ** a {{int:project-localized-name-group-wikisource/en}} in [[d:Q34057|Tagalog]] ([[s:tl:|<code>s:tl:</code>]]) [https://phabricator.wikimedia.org/T388639] ** a {{int:project-localized-name-group-wikisource/en}} in [[d:Q36213|Madurese]] ([[s:mad:|<code>s:mad:</code>]]) [https://phabricator.wikimedia.org/T391747] ** a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3450749|Rakhine]] ([[w:rki:|<code>w:rki:</code>]]) [https://phabricator.wikimedia.org/T392490] ** a {{int:project-localized-name-group-wikibooks/en}} in [[d:Q13324|Minangkabau]] ([[b:min:|<code>b:min:</code>]]) [https://phabricator.wikimedia.org/T395452] ** a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q7598268|Standard Moroccan Amazigh]] ([[wikt:zgh:|<code>wikt:zgh:</code>]]) [https://phabricator.wikimedia.org/T399684] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:46}} community-submitted {{PLURAL:46|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.15|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:38, 19 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29127690 --> == Tech News: 2025-35 == <section begin="technews-2025-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/35|Translations]] are available. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Template authors can now use additional CSS properties, since the CSS sanitizer used by [[mw:Special:MyLanguage/Help:TemplateStyles|TemplateStyles]] was updated. For example: <code>width: fit-content</code>; <code>ruby-align</code>; relative units such as <code>lh</code>; and custom strings in <code>list-style-type</code>. These improvements are a [[m:Special:MyLanguage/Community Wishlist/Wishes/Allow use of modern CSS in templates by updating the TemplateStyles CSS sanitizer|Community Wishlist wish]]. [https://phabricator.wikimedia.org/T271958][https://phabricator.wikimedia.org/T277755][https://phabricator.wikimedia.org/T293633][https://phabricator.wikimedia.org/T295088][https://phabricator.wikimedia.org/T326906][https://phabricator.wikimedia.org/T340057][https://phabricator.wikimedia.org/T360725][https://phabricator.wikimedia.org/T371809][https://phabricator.wikimedia.org/T375344][https://phabricator.wikimedia.org/T394619] * On large wikis, the default time period to display edits from, within the Special:RecentChanges page, has been changed from 7 days to 1 day. This is part of a performance improvement project. This should have no user-facing impact due to the quantity of edits on these wikis. [https://phabricator.wikimedia.org/T399455] * Administrators can now access the [[{{#special:BlockedExternalDomains}}]] page from the [[{{#special:CommunityConfiguration}}]] list page. This makes it easier to find. [https://phabricator.wikimedia.org/T393240] * Wikimedia Commons videos were not shown in the Videos tab in Google Search. The problem was investigated and reported to Google who have now fixed the issue. [https://phabricator.wikimedia.org/T396168][https://meta.wikimedia.org/wiki/Community_Wishlist/Wishes/Do_something_about_Google_%26_DuckDuckGo_search_not_indexing_media_files_and_categories_on_Commons] * One new wiki has been created: a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q33014|Betawi]] ([[wikt:bew:|<code>wikt:bew:</code>]]) [https://phabricator.wikimedia.org/T402130] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:39}} community-submitted {{PLURAL:39|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Two fields of the [[mw:Special:MyLanguage/Manual:Recentchanges table|recentchanges database table]] are being removed. <code>rc_new</code> and <code>rc_type</code> are being removed in favor of <code>rc_source</code>. Queries to these older fields will start to fail starting this week and developers should use <code>rc_source</code> instead. These older fields were deprecated over 10 years ago and should not be in use. This is part of work to improve the performance and stability of queries to the recentchanges table. [https://phabricator.wikimedia.org/T400696] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.16|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/July|Language and Internationalization Newsletter]] is now available. This edition includes: support for new languages in MediaWiki and translatewiki; the start of the Language Onboarding and Development project to help support the growth of new and small wikis; updates on research projects; and more. '''Meetings and events''' * The next [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Community meetings#29 August 2025|Language Community Meeting]] is happening soon, August 29th at [https://zonestamp.toolforge.org/1756479600 15:00 UTC]. This week's meeting will cover: the Avro keyboard developers from Wikimedia Bangladesh, who were recently awarded a national award for their contributions to this keyboard; and other topics. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:12, 26 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29175124 --> == Tech News: 2025-36 == <section begin="technews-2025-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/36|Translations]] are available. '''Weekly highlight''' * The Editing team wants to compile a list of templates, jargon terms, and policies used in edit summaries when a copyright violation is removed. This will help them identify the number of edits reverted due to copyright issues. We invite community members from the following Wikis to list these terms in [[Phab:T402601|T402601]], or to share their list with [[User:Trizek (WMF)|Trizek_(WMF)]]: {{int:project-localized-name-arwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-plwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-viwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zhwiki/en}}. This project is open until September 9th 2025. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] has been enabled for all Wikisources. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. The extension has three features: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Special:MyLanguage/Connection Team/Invitation list|Invitation List]]. To request the extension for your wiki, visit the Deployment information page. [https://meta.wikimedia.org/wiki/CampaignEvents/Deployment_status#How_to_Request_the_CampaignEvents_Extension_for_your_wiki] * The lists in the footer of the editing interface, such as "Templates used on this page," will now be organized into columns when there is enough space. This enhancement minimizes scrolling when editing lengthy articles on Wikipedia. [https://phabricator.wikimedia.org/T401066] * On September 3rd, 2025 we will increase the sampling percentages of our [[mw:Special:MyLanguage/Moderator Tools/Watchlist/Experiment#Scope of the experiment|group by toggle experiment]] of the <code>Special:RecentChanges</code>, <code>Special:Watchlist</code>, and <code>Special:RelatedChanges</code> pages on the Chinese, French, and Portuguese Wikipedias to 100 percent, allowing more editors to be part of this experiment. This adjustment is intended to ensure we have sufficient data to make informed decisions when evaluating the experiment results. [https://phabricator.wikimedia.org/T402958][https://phabricator.wikimedia.org/T396789] * Upon clicking an empty search bar, logged-out users will see suggestions of articles for further reading on English Wikipedia beginning the week of September 22. The feature will be available on both desktop and mobile. All non-English wikis received this change in June and July. The goal is to make it easier for users to find articles. [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments/Search Suggestions|Learn more]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:37}} community-submitted {{PLURAL:37|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.17|MediaWiki]] '''In depth''' * Wikifunctions now has a new capability called "lightweight enumeration types", an enumeration type is simply a fixed set of values that's in the type's definition. This capability makes it quick and easy to define such a type, and allows for the reuse of values that are already present in Wikidata. Here is [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-07-19|a newsletter]] to learn more. * The latest [[mw:Special:MyLanguage/Readers/Newsletter updates#August 2025: Newsletter #1|Readers Newsletter]] is now available. This edition includes: the formation of two new teams — Reader Growth and Reader Experience; insights into declining pageviews and account creations; highlights from the Wikimania Nairobi panel on improving the reading experience; upcoming experiments to engage new and existing readers; and more. '''Meetings and events''' * Spotlight on some Wikimania 2025 Sessions: ** Identifying AI-generated text by searching for ISBNs whose checksums fail: Mathias Schindler of WMDE [https://www.youtube.com/watch?v=Dw9o8Lsl974&t=15910s shared tools to help communities search for these]. ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/TCHZKH/ La durabilité du mouvement Wikimedia face aux défis actuels et futurs]: This session explored how Wikimedia can stay a trusted source of knowledge in the age of generative AI, information overload, and disinformation. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:50, 1 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29196010 --> == Tech News: 2025-37 == <section begin="technews-2025-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/37|Translations]] are available. '''Weekly highlight''' * The Editing team is working on a new check: [[mw:Special:MyLanguage/Paste check|Paste check]]. This check informs newcomers who paste text into Wikipedia that the content might not be accepted. This check is an effort to increase the likelihood that the new content people are adding to Wikipedia is aligned with the Movement's commitment to offering information under a free content license. This check will soon be tested at a few wikis. If your community is interested in this test, please [[phab:T403680|tell us in this task]], or [[mw:Talk:Edit check|contact the team]]. '''Updates for editors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Later this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will be able to use a [[w:en:Lint (software)|linting tool]] to see errors or other potential problems in wikitext in real time. See the [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|help page for more information]]. [https://phabricator.wikimedia.org/T381577] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] When browsing a wiki (like <code dir=ltr>en.wikipedia.org</code>), the software responds in one of two ways: a desktop page, or a redirect to a mobile version on an "m" domain (like <code dir=ltr>en.m.wikipedia.org</code>). Over the next three weeks, MediaWiki will start displaying the mobile version to mobile devices directly on the standard domain, without this redirect. This change does not affect existing m-dot URLs, or the "Desktop view" opt-out. [[mw:Requests for comment/Mobile domain sunsetting/2025 Announcement|Learn more]]. [https://phabricator.wikimedia.org/T214998] * When an edit changes the categories of a page, the changes to the category membership counts are now happening asynchronously. This improves the speed of saving edits, especially when moving many pages to or from the same category, and reduces the risk of site outages, but it means that the counts can show outdated information for a few minutes. [https://phabricator.wikimedia.org/T365303] * Edits on Wikidata to qualifiers (properties and values) and references (properties and values) in a Wikidata item statement will now not add entries to the RecentChanges or Watchlist pages on all other Wikis. This is a temporary change to improve performance while other solutions are created. Wikidata's own pages remain unchanged. [[m:Wikidata For Wikimedia Projects/Reduce change propagation noise#Phase 1: Turn off (temporarily) Qualifiers and References Wikidata edits to the Recent Changes tables|Learn more]]. [https://phabricator.wikimedia.org/T401286][https://phabricator.wikimedia.org/T400698] * Japanese-language wikis have had a major upgrade to the way that search works. The new search should generally give more accurate and more relevant search results. [https://phabricator.wikimedia.org/T318269] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.18|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:14, 9 September 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29238161 --> == Tech News: 2025-38 == <section begin="technews-2025-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/38|Translations]] are available. '''Updates for editors''' * References lists that are made using the <code dir=ltr><nowiki><references/></nowiki></code> [[mw:Special:MyLanguage/Help:Cite#references-tag|tag]] will now automatically display with columns in Vector 2022 when readers are using its 'standard' settings for text-size and page-width. [https://phabricator.wikimedia.org/T334941] * Starting in the week of October 6, on [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/small.dblist|small wikis]] and [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/medium.dblist|medium wikis]] that have the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] enabled, all autoconfirmed users will be able to use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] as an organizer. No changes will be made for [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/large.dblist|large wikis]] unless requested in Phabricator. This change is being made to make it easier for more people to use Event Registration, especially on wikis that are less likely to have policies related to the Event Organizer right. [[m:Special:MyLanguage/CampaignEvents/Proposal to grant autoconfirmed users on small and medium wikis the organizer access to the event registration tool|Learn more]]. * Users that search using regular expressions (regex) can now use additional features including: ** for the <code dir=ltr>intitle:</code> keyword: [[mw:Special:MyLanguage/Help:CirrusSearch#Metacharacters|metacharacters]] for start-of-line (<code dir=ltr>^</code>) and end-of-line (<code dir=ltr>$</code>) anchors [https://phabricator.wikimedia.org/T317599] ** for both <code dir=ltr>intitle:</code> and <code dir=ltr>insource:</code> keywords: shorthand [[mw:Special:MyLanguage/Help:CirrusSearch#Character_Classes|character classes]] for digits (<code dir=ltr>\d</code>), whitespace (<code dir=ltr>\s</code>), and word characters (<code dir=ltr>\w</code>); and [[mw:Special:MyLanguage/Help:CirrusSearch#Escape codes|escape codes]] for line feed (<code dir=ltr>\r</code>), newline (<code dir=ltr>\n</code>), tab (<code dir=ltr>\t</code>), and unicode (e.g. <code dir=ltr>\uHHHH</code>). [https://phabricator.wikimedia.org/T403212] * When you search for text that looks like an IP, the system will now show search results. It used to take you to the contributions for that IP instead of showing search results. [https://phabricator.wikimedia.org/T306325] * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on September 24. This is planned at [https://zonestamp.toolforge.org/1758726000 15:00 UTC]. This is for the datacenter server switchover backup tests which happen twice a year. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the background and details of this process on the Diff blog]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that affected users who used the page-tabs to switch from wikitext editing of a section into the visualeditor. [https://phabricator.wikimedia.org/T401043] '''Updates for technical contributors''' * The MediaWiki Interfaces team is redesigning the Wikimedia REST API Sandbox with Codex. If you have feedback on improvements for the API documentation or what makes developer experiences smooth (or frustrating), you’re invited to [https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ2aZzbXeQvjOF7gB1fJXiwAYemQjKf4sXNaRODPA7_obFyNBwkzNkoVCoTF-aeov89kIjXHbCQm join an upcoming discovery interview], or [[mw:MediaWiki Interfaces Team/Developer Feedback/Wikimedia Web APIs|leave feedback onwiki]]. [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/C4FBAOA57PH6G5ORVMAUF5TGYBLZDU5Q/|Learn more]]. * Edits to Wikidata aliases (an alternative name for an item or a property) will now be shown in RecentChanges and Watchlist entries on other wikis less often, reducing unnecessary notifications. This will reduce the overall quantity of 'noisy' entries. Wikidata's own pages remain unchanged. [[m:Wikidata For Wikimedia Projects/Reduce change propagation noise#Phase 1: More granular Alias tracking|Learn more]]. [https://phabricator.wikimedia.org/T401288] * The new [https://www.unicode.org/versions/Unicode17.0.0/ Unicode 17.0] version has been released. The [[:c:Category:Unicode Module Datasets|datasets on Commons]] for the [[:d:Q39301585|Module:Unicode data]] have been updated. Wikipedias that do not use the Commons datasets should either update their own data or switch to the Commons datasets. * Users of the [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] Structured Contents endpoints can now access [https://enterprise.wikimedia.com/blog/parsed-wikipedia-tables/ Parsed Tables]. The new Parsed Tables feature extracts and represents Wikipedia tables in structured JSON. This improves machine accessibility as part of the [https://enterprise.wikimedia.com/api/structured-contents/ Structured Contents initiative]. Structured Contents output is freely available through the [https://enterprise.wikimedia.com/docs/on-demand/#article-structured-contents-beta On-demand API], or through Wikimedia Cloud Services. * A [https://www.kaggle.com/datasets/wikimedia-foundation/english-wikipedia-people-dataset dataset of English Wikipedia biographical information] from [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] has been published on Kaggle, for evaluation and research. This provides structured data from more than 1.5 million biographies, including birth and death dates, education, affiliations, careers, awards, and more (from a June 2024 snapshot). * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.19|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2026:Scholarships|Scholarship applications]] for Wikimania 2026 in Paris, France, are open until October 31. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:07, 15 September 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29263921 --> == Tech News: 2025-39 == <section begin="technews-2025-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/39|Translations]] are available. '''Weekly highlight''' * [https://zonestamp.toolforge.org/1758726000 On September 24th at 15:00 UTC], all Wikimedia sites users will experience a brief read-only period due to a scheduled [[m:Special:MyLanguage/Tech/Server switch|datacenter server switchover]]. The Wikimedia Foundation's Site Reliability Engineering (SRE) team will redirect all traffic from one primary server to its backup. You can listen to the switchover using the [http://listen.hatnote.com/ "Listen to Wikipedia"] tool, where you will hear edits stop for a few minutes during the read-only phase, then resume. This twice-yearly datacenter server switchover ensures reliability by testing the backup datacenter, so that our sites can stay online even if the primary datacenter fails. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the process on the Diff blog]]. '''Updates for editors''' * Editors of [[f:Special:Mylanguage/Wikifunctions:Status updates/2025-09-12#Next round of Wiktionaries to receive embedded Wikifunctions calls|60 more Wiktionaries]] will soon be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them into their pages. A function takes one or more inputs and transforms them into a desired output, like adding numbers, converting miles to meters, calculating elapsed time, or declining a word into a case. They will join the other [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-29#Wikifunctions available on 65 Wiktionaries|65 Wiktionary language editions]], which already have access to embedded Wikifunctions calls. Later this year, plans are in place to expand to more Wiktionaries and the Incubator. * A new [[mw:Special:MyLanguage/Help:Magic words#Technical metadata of another page|parser function]] has been added: <code><nowiki>{{#contentmodel}}</nowiki></code>. Template editors and admins can use it to get the localized or canonical name of the [[mw:Special:MyLanguage/Help:ChangeContentModel|content model]] of a specific page. The function makes it easier to create and edit system messages, such as ''MediaWiki:editinginterface'', even when you switch types of pages, like wiki, JavaScript, CSS or JSON page. [https://phabricator.wikimedia.org/T328254] * Adding or editing a <code>DISPLAYTITLE</code> for an article using VisualEditor will no longer be broken. Editors who use VisualEditor mode to modify the <code><nowiki>{{DISPLAYTITLE}}</nowiki></code> would no longer have the literal text "DISPLAYTITLE" or its localized variant added to their articles. A list of pages that may have been affected and might need cleanup is documented in [[phab:P83438|this ticket]]. * Beta users of the Wikipedia Android app can now try the redesigned [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Activity Tab Experiment|Activity tab]], which replaces the Edits tab. The new tab offers personalized insights into reading, editing, and donation activity, while simplifying navigation and making app use more engaging. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:12}} community-submitted {{PLURAL:12|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.20|MediaWiki]] '''In depth''' * Wikifunctions users can now import many essential facts involving [[f:Special:MyLanguage/Z6011|geo-coordinates]], [[f:Special:MyLanguage/Z6010|quantities]] and [[f:Special:MyLanguage/Z6064|time]] values from Wikidata. This is made possible by the creation of Wikifunctions types for these values, which makes them available for use by functions in Wikifunctions. Learn more about how this works in [[c:File:ImportingWikidataDatatypesIntoWikifunctions.webm|this video]] and Wikifunctions' [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-01#News in Types I: Wikidata quantity|August 1 newsletter]] (for quantities) and [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-22#News in Types: Wikidata geo-coordinate|August 22 newsletter]] (for geo-coordinates). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:55, 22 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29305556 --> == Tech News: 2025-40 == <section begin="technews-2025-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/40|Translations]] are available. '''Weekly highlight''' * A major software upgrade has been made to [[phab:|Phabricator]]. The update introduces performance improvements, a refreshed search interface, enhancements to Maniphest task search, updates to user profile pages and project workboards, new Herald automation features, as well as general text input, mobile experience improvements and more. [https://phabricator.wikimedia.org/phame/post/view/321/iterative_improvements_september_2025/] '''Updates for editors''' * The Community Tech team will release the new Community Wishlist extension on October 1, that will improve the way wishes will be submitted. The new extension will allow users to add tags to their wishes to better categorise them, and (in a future iteration) to filter them by status, tags and focus areas. It will also be possible to support individual wishes again, as requested by the community in many instances. The old system will be retired. There will be a brief period of downtime while the extension is deployed and wishes are migrated to the new system. You can read more about this [[:m:Special:MyLanguage/Community Wishlist/Updates|in the latest update]] or you can consult the [[:mw:Special:MyLanguage/Help:Extension:CommunityRequests|current documentation on MediaWiki]]. * As announced [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|on Diff blog]], the production trial of the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|hCaptcha]] service for bot detection has begun. The trial is currently using hCaptcha to protect account creation on Chinese, Persian, Portuguese, Indonesian, Japanese, and Turkish Wikipedias, where it will replace our existing [[mw:Special:MyLanguage/Extension:ConfirmEdit#FancyCaptcha|CAPTCHA]] (FancyCaptcha). The goal with the trial is to better block bots while also improving usability and accessibility for users who encounter CAPTCHA challenges. * The [[mw:Special:MyLanguage/Extension:CampaignEvents|CampaignEvents]] extension has been [[m:Special:MyLanguage/CampaignEvents/Deployment status|deployed]] to Wikimedia Commons. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. On Commons, anyone who is a registered user can use it as an event participant. To use it as an organizer, someone needs to have the [[c:Special:MyLanguage/Commons:Event organizers|event organizer right]]. * [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to German Wikipedia. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|test the feature]] on testwiki or [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing on betawiki] as well. Please share your thoughts on [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Templates used in sub-references|using templates in sub-references]] or [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|volunteer to become a pilot wiki]]. * On wikis using the [[mw:Special:MyLanguage/Help:Growth/Mentorship|Mentorship]] system, communities can now opt experienced editors out of Mentorship through [[{{#special:CommunityConfiguration/Mentorship}}]]. Within this setting, communities may define thresholds, based on edit count and account age, to decide when an editor is considered experienced enough to no longer receive Mentorship. [https://phabricator.wikimedia.org/T403563] * The Editing Team and the Machine Learning Team are working on a new check for newcomers: [[mw:Special:MyLanguage/Edit check/Tone Check|Tone check]]. Using a prediction model, this check will encourage editors to improve the tone of their edits, using artificial intelligence. We invite volunteers to review the first version of the Tone language model for the following languages: Arabic, Czech, German, Hebrew, Indonesian, Dutch, Polish, Russian, Turkish, Chinese, Farsi, Italian, Norwegian, Romanian and Latvian. Users from these wikis interested in reviewing this model are [[mw:Special:MyLanguage/Edit_check/Tone_Check/Model_evaluation|invited to sign up at MediaWiki.org]]. The deadline to sign up is on October 3, which will be the start date of the test. * The rollout of [[:mw:Special:MyLanguage/Help:Manage blocks|multiblocks]] had the side effect that non-active block logs may have been shown on {{#special:Contributions}} and on blocked users' user and user_talk pages. This issue will be fully resolved in a few days. As part of the fix, [{{fullurl:Special:Allmessages|prefix=sp-contributions-blocked-notice}} messages prefixed with <code>sp-contributions-blocked-notice</code>] will be removed and replaced with [{{fullurl:Special:Allmessages|prefix=blocked-notice-logextract}} those prefixed with <code>blocked-notice-logextract</code>] in a few weeks. Please help translate the new messages and update any local overrides if needed. * There was a bug with links added using visual editor if they included characters such as <code dir=ltr><nowiki>[ ] |</nowiki></code> after the fragment identifier (<code><nowiki>#</nowiki></code>). They were not encoded properly creating an incorrect link. This has been fixed. [https://phabricator.wikimedia.org/T404823] * One new wiki has been created: a {{int:project-localized-name-group-wikiquote/en}} in [[d:Q9237|Malay]] ([[q:ms:|<code>q:ms:</code>]]) [https://phabricator.wikimedia.org/T404698] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/User Info|User Info Card]] now displays currently active global lock/blocks. [https://phabricator.wikimedia.org/T401128] '''Updates for technical contributors''' * Later this week, editors using Lua modules will be able to use the <code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.title.newBatch|mw.title.newBatch]]</code> function to look up the existence of up to 25 pages at once, in a way that only increases the [[mw:Special:MyLanguage/Manual:Parser functions#Expensive parser functions|expensive function]] count once. * A new [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|Unsupported Tools Working Group]] has been formed as part of ongoing efforts to collectively determine technical work priorities, similar to the [[m:Special:MyLanguage/Product and Technology Advisory Council|Product & Technology Advisory Council]] (PTAC). The working group will help prioritize and review requests for support of unmaintained extensions, gadgets, bots, and tools. For the first cycle, the group will be prioritizing an unsupported Wikimedia Commons tool. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.21|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:52, 29 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29355230 --> == Tech News: 2025-41 == <section begin="technews-2025-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/41|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Help:Edit check#paste|Paste Check]] is a new Edit Check feature to help avoid and fight copyright violations. When editors paste text into an article, Paste Check prompts them to confirm the origin and licensing of the content. Starting Wednesday, 8 October, [[phab:T403680|22 wikis will test Paste Check]]. Paste Check will help new volunteers understand and follow the policies and guidelines necessary to make constructive contributions to Wikipedia projects. '''Updates for editors''' * Mobile devices will receive mobile articles directly on the standard domain (like <code>en.wikipedia.org</code>), instead of via a redirect to an "m" domain (like <code>en.m.wikipedia.org</code>). This change improves performance. This week it will be enabled on Wikipedias. The existing mobile URLs and the "Desktop view" opt-out remain available. [[mw:Requests for comment/Mobile domain sunsetting/2025 Announcement|Learn more]]. [https://phabricator.wikimedia.org/T214998] * New [[mw:Special:MyLanguage/Help:CirrusSearch#creationdate and lasteditdate|date filters]], <code dir=ltr>creationdate:</code> and <code dir=ltr>lasteditdate:</code>, are now available in the wiki search engine. This allows users to filter search results by a page's first or last revision date. The filters support comparison operators (e.g. <code dir=ltr>>2024</code>) and relative dates (e.g. <code dir=ltr>today-1d</code>), making it easier to find recently updated content or pages within specific age ranges. [https://phabricator.wikimedia.org/T403593] * [[f:|Wikifunctions]] now supports rich text in embedded calls across the 150 wikis where it's enabled. To showcase this, the team created a [[f:Z26333|Latin declination table]] that Wiktionary editors can use to automatically generate noun forms, producing clear, formatted results — see an [[f:Wikifunctions:Embedded function calls/Wiktionary tables demonstration|example output]]. If you need any help or have any feedback, please [[f:Wikifunctions:Project chat|contact the Wikifunctions Team]]. [https://phabricator.wikimedia.org/T397402] * An edit link will now appear inside the categories box on article pages for logged in users, which will directly launch the VisualEditor category dialog. [https://phabricator.wikimedia.org/T291691] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a problem downloading pdf files last week and that has been resolved. [https://phabricator.wikimedia.org/T405957] '''Updates for technical contributors''' * The field <code dir=ltr>rev_sha1</code> in the revision database table is being removed in favor of <code dir=ltr>content_sha1</code> in the content database table. See [https://lists.wikimedia.org/hyperkitty/list/cloud@lists.wikimedia.org/thread/2D2M3SP4WHR6BXXKTZ2PBLZQYR3EGQVR/ the announcement] for more information. * The [[mw:Special:MyLanguage/Reading/Web|Reader Experience team]] will roll out [[w:en:Light-on-dark color scheme|Dark Mode]] user interface on all Wikimedia sites on October 29, 2025. All anonymous users of Wikimedia sites will have the option to activate a color scheme that features light-colored text on a dark background. This is designed to provide a more comfortable reading experience, especially in low-light situations. Template authors and technical contributors are encouraged to [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-04|learn how to make pages ready for Dark mode]] and address any compatibility issues found in templates in their wiki before the enablement. Please contact the Web team for questions or any support on [[mw:Talk:Reading/Web/Accessibility for reading#|this talk page]] before the enablement. [https://phabricator.wikimedia.org/T395628] * Starting on Monday, October 6, API endpoints under the <code>rest.php</code> path will be rerouted through a new internal API Gateway. Individual wikis will be updated based on the standard release groups, with total traffic increased over time. This change is expected to be non-breaking and non-disruptive. If any issues are observed, please file a Phabricator ticket to the [[phab:tag/serviceops/|Service Ops team board]]. [https://phabricator.wikimedia.org/T400130] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:23, 6 October 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29400897 --> == Tech News: 2025-42 == <section begin="technews-2025-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/42|Translations]] are available. '''Weekly highlight''' * Last week, improvements to account security and two-factor authentication (2FA) features were enabled across all wikis. These changes include user interface improvements for [https://auth.wikimedia.org/metawiki/wiki/Special:AccountSecurity Special:AccountSecurity], the support of multiple 2FA methods via authenticator apps and portable security keys (previously users could only enable one method), and a new Recovery Codes module which facilitates fewer account lockouts due to lost two-factor apps and devices. As part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project, work is continuing through the rest of 2025 on further user experience improvements, and support for passkeys as an alternate second factor. '''Updates for editors''' * Another part of the Account security project is making 2FA generally available to all users. Along with editors with advanced privileges, such as administrators and bureaucrats, 40% of editors now have access to 2FA. You can check if you have access at [https://auth.wikimedia.org/metawiki/wiki/Special:AccountSecurity Special:AccountSecurity]. Instructions for activation are on the linked page. The plan is to continue increasing availability if it is determined that the user support capabilities are able to support global usage. [https://phabricator.wikimedia.org/T400579] * This week, users at wikis where talk page [[mw:Special:MyLanguage/Talk pages project/Usability|Usability Improvements]] are already available by default (everywhere ''except'' the 12 wikis listed in [[phab:T379264|T379264]]) will gain the ability to Thank a comment directly from the talk page it appears on. Before this change, Thanking could only be done by visiting the revision history of the talk page. You can [[diffblog:2025/10/13/revolutionizing-gratitude-a-new-era-of-thanking-comments/|learn more about this change]]. [https://phabricator.wikimedia.org/T366095] * Users who have not [[Special:Preferences#mw-prefsection-personal-email|verified their email address]] will soon be receiving monthly Notification reminders to do so. This is because users who have verified their email can more easily recover their account. These reminders will not be sent if the user is inactive or removes the unverified email from their account. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Email_confirmation][https://phabricator.wikimedia.org/T58074] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a fix was made for an occasional error with saving translated paragraphs in the Content Translation tool, and the related error messages are now easier to see. [https://phabricator.wikimedia.org/T376531] '''Updates for technical contributors''' * The Unsupported Tools Working Group has chosen [[c:Special:MyLanguage/Commons:Video2commons|Video2Commons]] as the first tool for its pilot cycle. The group will explore ways to improve and sustain the tool over the coming months. [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|Learn more on Meta]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.23|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:59, 13 October 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29434481 --> == Tech News: 2025-43 == <section begin="technews-2025-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/43|Translations]] are available. '''Updates for editors''' * To optimize how user data is stored in our databases, the saved preferences of users who haven't logged in for over five years and have fewer than 100 edits will be cleared. When those users return, default settings will apply. [https://phabricator.wikimedia.org/T406724] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a broken link from the GlobalContributions interface message to the XTools GlobalContributions page which has now been fixed. [https://phabricator.wikimedia.org/T406415] '''Updates for technical contributors''' * The work to reroute all traffic to API endpoints under the <code dir=ltr><nowiki>rest.php</nowiki></code> route through a common API gateway is now complete. If any issues are observed, please file a phabricator ticket to the [[phab:tag/serviceops/|Service Ops team board]]. * Edits to Wikidata references or qualifiers will now be shown in RecentChanges and Watchlist entries on other wikis less often, reducing unnecessary notifications. This will reduce the overall quantity of 'noisy' entries. Wikidata's own pages remain unchanged. [https://phabricator.wikimedia.org/T401290] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.24|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:36, 20 October 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29478670 --> == Tech News: 2025-44 == <section begin="technews-2025-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/44|Translations]] are available. '''Updates for editors''' * The Wikipedia iOS app has launched an A/B/C test of improvements made to the tabbed browsing feature for select regions and languages. The test, named “More dynamic tabs”, explores new tab experiences and includes “Did you know” and “Because you read” article recommendations. You can [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Tabbed Browsing (Tabs)/New Tab Experience and Recommendations Experiment|read more on the project page]]. * Autoconfirmed users on [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/small.dblist|small]] and [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/medium.dblist|medium wikis]] with the CampaignEvents extension can now use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] without the Event Organizer right. This feature lets organizers enable registration, manage participants, and lets users register with one click instead of signing event pages. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue of flashing colors when holding or pressing the arrow keys under the dark mode settings in Vector 2022 has been fixed. [https://phabricator.wikimedia.org/T402285] '''Updates for technical contributors''' * The CampaignEvents extension will be deployed to all remaining wikis during the week of 17 November 2025. The extension currently includes three features: Event Registration, Collaboration List, and Invitation List. For this rollout, Invitation List will not be enabled on Wikifunctions and MediaWiki unless requested by those communities. [[m:Special:MyLanguage/CampaignEvents/Deployment status|Visit the deployment page to learn more]]. * The SwaggerUI-based REST sandbox experience is now live on all wiki projects. The sandbox can be accessed through the [[{{#special:RestSandbox}}]] page. Please report any issues to the MediaWiki Interfaces team board, or join the discussion on the [[mw:Special:MyLanguage/MediaWiki Interfaces Team/Feature Feedback/REST Sandbox|project launch]] page. [https://phabricator.wikimedia.org/project/board/6931/] * Transform endpoints with a trailing slash path in the MediaWiki REST API are now marked as deprecated. They will remain functional during this time, but removal is expected by the end of January 2026. All API users currently calling them are encouraged to transition to the non-trailing slash versions. Both endpoint variations can be found and tested using the [https://test.wikipedia.org/w/index.php?api=mw-extra&title=Special%3ARestSandbox REST Sandbox]. See the [[mw:API/Deprecation|MediaWiki REST API Deprecation]] page for more detailed information about the API deprecation policies and procedures. * A dedicated [[mw:API:REST API/Changelog|changelog now exists for the MediaWiki REST API]]. The changelog provides an overview of these changes, making it easier for developers to keep track of improvements and iterations. Announcements will also continue to flow through the standard communication channels, including Tech News and email distribution lists, but can now be more easily referenced from a central location. If you have feedback about the style, structure, or content of this changelog, please [[mw:API talk:REST API/Changelog|join the discussion]]. * Administrators can delete the tracking category which was previously added by the JsonConfig extension, as it is no longer used. See the categories linked from [[d:Q130635582#sitelinks-wikipedia|Q130635582]]. It is OK if there are still pages listed in the category as that is just a caching issue, and they will be automatically cleared out the next time each page is edited. [https://phabricator.wikimedia.org/T378352] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.25|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 27 October 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29513638 --> == Tech News: 2025-45 == <section begin="technews-2025-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/45|Translations]] are available. '''Updates for editors''' * Administrators will now find that [[{{#special:MergeHistory}}]] is now significantly more flexible about what it can merge. It can now merge sections taken from the middle of the history of the source (rather than only the start) and insert revisions anywhere in the history of the destination page (rather than only the start). [https://phabricator.wikimedia.org/T382958] * For users with "{{int:discussiontools-preference-autotopicsub}}" [[Special:Preferences#mw-prefsection-editing|enabled in their preferences]], starting a new topic or adding a reply to an existing topic will now subscribe them to replies to that topic. Previously, this would only happen if the DiscussionTools "{{int:Skin-action-addsection}}" or "{{int:Discussiontools-replybutton}}" widgets were used. When DiscussionTools was originally launched existing accounts were not opted in to automatic topic subscriptions, so this change should primarily affect newer accounts and users who have deliberately changed their preferences since that time. [https://phabricator.wikimedia.org/T290778] * Scribunto modules can now be used to [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#SVG library|generate SVG images]]. This can be used to build charts, graphics and other visualizations dynamically through Lua, reducing the need to compose them externally and upload them as files. [https://phabricator.wikimedia.org/T405861] * Wikimedia sites now provide all anonymous users with the option to enable a dark mode color scheme, featuring light-colored text on a dark background. This enhancement aims to deliver a more enjoyable reading experience, especially in dimly lit environments. [https://phabricator.wikimedia.org/T395628] * Users with large watchlists have long faced timeouts when editing [[Special:EditWatchlist|Special:EditWatchlist]]. The page now loads entries in smaller sections instead of all at once due to a paging update, allowing everyone to edit their watchlists smoothly. As part of the database update, sorting by expiry has been removed because it was over 100× slower than sorting by title. A [https://meta.wikimedia.org/wiki/Community_Wishlist/W454 community wish] has been created to explore alternative ways to restore sort-by-expiry. If this feature is important to you, please support the wish! [https://phabricator.wikimedia.org/T41510] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the fixing of the persisting highlighting when using VisualEditor find and replace during a query. [https://phabricator.wikimedia.org/T407318] '''Updates for technical contributors''' * Since 2019 the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]] at https://w.wiki is available for all Wikimedia wikis to create short links to articles, permalinks, diffs, etc. It is available in the sidebar as "Get shortened URL". There are 30 wikis that also install an older "ShortUrl" extension. The old extension will soon be removed. This means <code>/s/</code> URLs will not be advertised under article titles via HTML <code dir=ltr>class="title-shortlink"</code>. The <code>/s/</code> URLs will keep working. [https://phabricator.wikimedia.org/T107188] * On Thursday, October 30, the [[:mw:Special:MyLanguage/MediaWiki Interfaces Team|MediaWiki Interfaces]] and [[:mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Service Operations]] teams began rerouting Action API traffic through a common API gateway. Individual wikis will be updated based on the standard release groups, with total traffic increased over time. This change is expected to be non-breaking and non-disruptive. If any issues are observed, please file a Phabricator ticket to the [https://phabricator.wikimedia.org/tag/serviceops/ Service Ops team] board. * MediaWiki Train deployments will pause for the final two weeks of 2025: 22 December and 29 December. Backport windows will also pause between Monday, 22 December 2025 and Thursday, 2 January 2026. A backport window is a scheduled time to add things like bug fixes and configuration changes. There are seven deployment trains remaining for 2025. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/SMWTEAES4SDLDUSK4HMWNBSKNCXZAWYN/] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.26|MediaWiki]] '''In depth''' * In 2025, the Wikimedia Foundation reported that AI systems and search engines increasingly use Wikipedia content without driving users to the site, contributing to an 8% drop in human pageviews compared to 2024. After detecting bots disguised as humans, Wikimedia updated its traffic data to reflect this shift. Read more about current user trends on Wikipedia in [[diffblog:2025/10/17/new-user-trends-on-wikipedia/|a Diff blog post]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:34, 3 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29552512 --> == Tech News: 2025-46 == <section begin="technews-2025-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/46|Translations]] are available. '''Updates for editors''' [[File:Talk pages default look (April 2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * Starting November 12, users will see a change in the [[m:Special:MyLanguage/Talk pages project/Feature summary#Usability improvements|appearance of talk pages]] on [[Phab:T379264|some Wikipedias]]. Almost [[phab:T392121|all wikis]] have received this design change; [[phab:T409297|English Wikipedia]] will get these changes later. You can read more [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. Users can opt out of these changes [[Special:Preferences#mw-prefsection-editing|in their user preferences]] in "{{int:discussiontools-preference-visualenhancements}}". [https://phabricator.wikimedia.org/T379264] * MediaWiki can now display a [[mw:Special:MyLanguage/Help:Protection indicators|page indicator]] automatically while a page is protected. This feature is disabled by default. It can be enabled by [[m:Special:MyLanguage/Requesting wiki configuration changes|community request]]. [https://phabricator.wikimedia.org/T12347] * Using the "{{int:showpreview}}" or "{{int:showdiff}}" buttons in the wikitext editor will now carry over certain URL parameters like '[[mw:Special:MyLanguage/Manual:Parameters to index.php#useskin|useskin]]', '[[mw:Special:MyLanguage/Manual:Parameters to index.php#uselang|uselang]]' and '[[mw:Special:MyLanguage/Help:Section#Editing sections|section]]'. This update also fixes an issue where, if the browser crashed while previewing an edit to a single section, saving this edit could overwrite the entire page with just that section’s content. [https://phabricator.wikimedia.org/T62744][https://phabricator.wikimedia.org/T24029][https://phabricator.wikimedia.org/T155097] * Wikivoyage wikis can use [[mw:Special:MyLanguage/Help:Extension:Kartographer#Markers and counters|colored map markers in the article text]]. The text of these markers will now be shown in contrasting black or white color, instead of always being white. Local workarounds for the problem can be removed. [https://phabricator.wikimedia.org/T369454] * The Activity tab in the Wikipedia Android app is now available for all users. The new tab offers personalized insights into reading, editing, and donation activity, while simplifying navigation and making app use more engaging. [https://www.mediawiki.org/wiki/Wikimedia_Apps/Team/Android/Activity_Tab_Experiment] * The Reader Growth team is launching an experiment called "Image browsing" to test how to make it easier for readers to browse and discover images on Wikipedia articles. This experiment, a mobile-only A/B test, will go live on English Wikipedia in the week of November 17 and will run for four weeks, affecting 0.05% of users on English wiki. The test launched on November 3 on Arabic, Chinese, French, Indonesian, and Vietnamese wikis, affecting up to 10% of users on those wikis. [https://www.mediawiki.org/wiki/Readers/Reader_Growth/WE3.1.3_Image_Browsing] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example the inability to lock accounts on mobile sites has been fixed. [https://phabricator.wikimedia.org/T256185] '''Updates for technical contributors''' * [[wikitech:Help talk:Toolforge/Toolforge standards committee#November 2025 committee nominations|Nominations are open on Wikitech]] for new [[wikitech:Help:Toolforge/Toolforge standards committee|Toolforge standards committee]] members. The committee oversees the Toolforge [[wikitech:Help:Toolforge/Right to fork policy|Right to fork policy]] and [[wikitech:Help:Toolforge/Abandoned tool policy|Abandoned tool policy]] among other duties. Nominations will remain open through 2025-11-28. * The [[w:JSON Web Token#Standard fields|JWT issuer field]] in [[mw:Special:MyLanguage/OAuth/For Developers#OAuth 2|OAuth 2 access tokens]] for [[m:Special:MyLanguage/Help:Unified login|SUL wikis]] has been changed to <code><nowiki>https://meta.wikimedia.org</nowiki></code>. Old access tokens will still work. [https://phabricator.wikimedia.org/T399199] * The [[w:JSON Web Token#Standard fields|JWT subject field]] in [[mw:Special:MyLanguage/OAuth/For Developers#OAuth 2|OAuth 2 access tokens]] will soon change from <code><user id></code> to <code dir=ltr style="white-space:nowrap">mw:<identity type>:<user id></code>, where <code><identity type></code> is typically <code dir=ltr>CentralAuth:</code><!-- not a typo --> (for [[m:Special:MyLanguage/Help:Unified login|SUL wikis]]) or <code dir=ltr style="white-space:nowrap">local:<wiki id></code> (for other wikis). This is to avoid conflicts between different user ID types, and to make OAuth 2 access tokens and the <code>sessionJwt</code> cookie more similar. Old access tokens will still work. [https://phabricator.wikimedia.org/T399199] * MediaWiki's block messages ([[MediaWiki:Blockedtext|blockedtext]], [[MediaWiki:Blockedtext-partial|blockedtext-partial]], [[MediaWiki:Autoblockedtext|autoblockedtext]], [[MediaWiki:Systemblockedtext|systemblockedtext]], [[MediaWiki:Blockedtext-tempuser|blockedtext-tempuser]], [[MediaWiki:Autoblockedtext-tempuser|autoblockedtext-tempuser]]) now support additional parameters indicating whether the user is blocked from editing their own user talk page <code><nowiki>$9</nowiki></code> or emailing other users <code><nowiki>$</nowiki><nowiki>10</nowiki></code>. [https://phabricator.wikimedia.org/T285612] * A <code>REL1_45</code> branch for MediaWiki core and each of the extensions and skins in Wikimedia git has been created. This is the first step in the release process for MediaWiki 1.45.0, scheduled for late November 2025. If you are working on a critical bug fix or working on a new feature, you may need to take note of this change. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/ZUY7TY3Z6XPZWZVAZV63OPO5OW52Q6GE/] * The process for generating CirrusSearch dumps has been updated due to slowing performance. If you encounter any issues migrating to the replacement dumps, please contact the Search Platform Team for support. [https://phabricator.wikimedia.org/T366248][https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/3KQPOR6ACVN6OVLMLZPIBXQSWQKW4E3K/] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.2|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:38, 10 November 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29606150 --> == Tech News: 2025-47 == <section begin="technews-2025-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/47|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is experimenting with [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4_Reading lists|reading lists on mobile web]], allowing logged-in readers with no edits to save private lists of articles for later. The experiment is running on Arabic, Chinese, French, Indonesian, and Vietnamese Wikipedias since the week of 10 November, and will begin on English Wikipedia the week of 17 November. * Users who can’t receive their email verification code during login can now get help by submitting a form on a new special page. This update is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] initiative. If your account has an email address, please make sure you still have access to it. When logging in from a new device or location without 2FA, you may be asked to enter a 6-digit code sent by email to finish logging in. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Why are you requiring me to enter a code from my email to log in? Can I opt out of this?|Learn more]]. * One new wiki has been created: a {{int:project-localized-name-group-wikisource}} in [[d:Q13324|Minangkabau]] ([[s:min:|<code>s:min:</code>]]) [https://phabricator.wikimedia.org/T408317] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * As part of the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parser Unification]] project, the Content Transform Team rolled out Parsoid as the default parser to many low-traffic Wikipedias and is preparing the next step to high traffic ones. This message is an invitation for you to opt-in to Parsoid, as described in the [[mw:Special:MyLanguage/Help:Extension:ParserMigration|Extension:ParserMigration]] documentation, and identify any issues you might encounter with your own workflow using bots, gadgets, or user scripts. Please, let us know through the ''"Report Visual Bug"'' link in the Tools sidebar or create a phab ticket and tag the [[phab:project/view/5846|Content Transform Team in Phabricator]]. * Unsupported Tools: Several issues with [[:c:Special:MyLanguage/Commons:Video2commons|Video2Commons]] have been fixed, including filename-related upload failures, black-video imports, and retry handling. AV1 support has also been added. Ongoing work focuses on backend stability, ffmpeg errors, subtitle imports, metadata handling, and playlist uploads. To track specific tasks, check the [[phab:tag/video2commons/|Phabricator board]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.3|MediaWiki]] '''Meetings and events''' * Save the date for the next Wikimedia Hackathon happening in Milan, Italy from May 1–3, 2026. Registration will open in January 2026. [https://pretix.eu/wikimedia/Hackathon-2026/ Scholarship applications are currently open], and will close on November 28, 2025. If you have any questions, please email <bdi lang="en" dir="ltr">hackathon@wikimedia.org</bdi>. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:26, 17 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29627455 --> == Tech News: 2025-48 == <section begin="technews-2025-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/48|Translations]] are available. '''Updates for editors''' * Last week, the [[mw:Special:MyLanguage/Wikimedia Search Platform|Wikimedia Search Team]] recreated the "DWIM" (Do What I Mean) gadget functionality server-side, for Russian and Hebrew Wikipedias. This feature adds cross-keyboard suggestions to the standard search-box suggestions. For example, searching for ''<span lang="und" dir="ltr">cxfcnmt</span>'' on Russian Wikipedia will now add suggestions for ''<span lang="ru" dir="ltr">счастье</span>'' ("happiness") that the user probably intended. They plan to enable this feature for other Russian and Hebrew wikis this week. [https://phabricator.wikimedia.org/T408734] * Later this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will have syntax highlighting available in [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]]. This requires that the "{{int:discussiontools-preference-sourcemodetoolbar}}" preference be set. [https://phabricator.wikimedia.org/T407918] * [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|Campaign events extension]] – the set of tools for coordinating events and other on-wiki collaborations has now been deployed to all Wikimedia wikis. A new feature known as [[m:Special:MyLanguage/CampaignEvents/Collaborative contributions|Collaborative contribution]] to help organizers and participants see the impact of activities has also been added. Join the upcoming [[m:Special:MyLanguage/Event:Connection learning session 3|learning session]] to see the new feature in action and share your feedback. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug which stopped CodeReviewBot from working, has now been fixed. [https://phabricator.wikimedia.org/T410417] '''Updates for technical contributors''' * Users of Wikimedia API can join a usability study to help validate the new design of Wikimedia REST API sandboxes. Interested participants should fill the [https://wikimediafoundation.limesurvey.net/487662 recruitment survey]. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IREJRRWTZTGCYWQHDMSNJFTQAEPOOAE3/] * The MediaWiki Interfaces team is deprecating XSLT stylesheets within the Action API. Support for <code dir=ltr>format=xml'''&xlst={stylesheet}'''</code> will be removed from Wikimedia projects by the end of November, 2025. In addition, it will soon be disabled by default in MediaWiki release versions: v1.43 (LTS), v1.44, and v1.45. Support for XSLT stylesheets will be fully removed from MediaWiki v1.46 (expected to release between April and May 2026). [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/5AX7UWAVVUNUSBOIRHMNOKWOZ5EZI3JX/] * The WDQS legacy endpoint ([https://query-legacy-full.wikidata.org/ query-legacy-full.wikidata.org]) will be decommissioned at the end of December 2025, and finally closed down on 7th January 2026. After this date, users should expect requests to query.wikidata.org that require the full graph to fail or return invalid results if they are not rewritten to use SPARQL federation. The team encourages users to ensure that tools and workflows use the supported WDQS endpoints (<span dir=ltr><nowiki>https://query.wikidata.org/</nowiki></span> - Main graph or <span dir=ltr><nowiki>https://query-scholarly.wikidata.org/</nowiki></span> - Scholarly graph). For support with migrating use cases, please review the [[d:Special:MyLanguage/Wikidata:Data_access|Data Access]] and [[d:Wikidata:Request_a_query|Request a Query]] pages for details and assistance on alternative access methods. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.4|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:56, 24 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29702226 --> == Tech News: 2025-49 == <section begin="technews-2025-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/49|Translations]] are available. '''Updates for editors''' * The Wikipedia Year in Review 2025 will be available on December 2 for users of iOS and Android Wikipedia apps, featuring new personalized insights, updated reading highlights, and refreshed designs. Learn more on the review's [[mw:Special:MyLanguage/Wikimedia Apps/Team/Wikipedia Year in Review/Updates|project page]]. * The Growth team is working on improving the text and presentation of the Verification Email sent to new users to make them more welcoming, useful and informative. Some new text have been drafted for A/B testing and you can help by translating them. See [[phab:T396155|Phabricator]]. * [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]] will now be deployed at Japanese, Urdu and Chinese Wikipedias on December 2. Add a link is based on a prediction model that suggests links to be added to articles. While this feature has already been available on most Wikipedias, the prediction model could not support certain languages. A new model has now been developed to handle these languages, and it will be gradually rolled out to other Wikipedias over time. If you would like to know more, please contact [[mw:user:Trizek (WMF)|Trizek (WMF)]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where search boxes on some Commons pages showed no results due to switch from SpecialSearch to MediaSearch, has now been fixed. [https://phabricator.wikimedia.org/T399476] * Two new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q36846|Toki Pona]] ([[w:tok:|<code>w:tok:</code>]]) [https://phabricator.wikimedia.org/T404457] ** a {{int:project-localized-name-group-wikiquote}} in [[d:Q33655|Nigerian Pidgin]] ([[q:pcm:|<code>q:pcm:</code>]]) [https://phabricator.wikimedia.org/T408318] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.5|MediaWiki]] '''In depth''' * The Wikimedia Foundation is in the early stages of exploring approaches to '''Article guidance'''. The initiative aims to identify interventions that could help new editors easily understand and apply existing Wikipedia practices and policies when creating an article. The project is in the exploration and early experimental design phase. All community members are encouraged to [[mw:Special:MyLanguage/Article guidance|learn more]] about the project, and share their thoughts on [[mw:Special:MyLanguage/Talk:Article guidance|the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:57, 1 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29732328 --> == Tech News: 2025-50 == <section begin="technews-2025-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/50|Translations]] are available. '''Weekly highlight''' * Anybody who wishes to secure their user account can now use [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] (2FA). This is available to all registered users of all Wikimedia projects. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] initiative. Later, 2FA will be required for all users who can take security- or privacy-sensitive actions. '''Updates for editors''' * Following last week's deployments, the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]] feature, which allows editors to add suggested links during editing, will be available to an additional [[Phab:T410469|33 Wikipedias]] starting on 9 December. This expansion is possible thanks to the new prediction model that now supports all languages, including those that were previously not covered. While the feature has been available on most Wikipedias for some time, this rollout brings us closer to using the improved model everywhere. If you have any questions or would like more details please contact [[mw:user:Trizek (WMF)|Trizek (WMF)]]. * Last week, the [[mw:Special:MyLanguage/Wikimedia Search Platform|Search Platform team]] added [[w:en:Transliteration|transliterated]] as-you-type search suggestions to Georgian wikis. If there are only a few regular search suggestions, then queries in Latin or Cyrillic script [[phab:T127003|are now rewritten into Georgian script]] to look for more matches. For example, searching for either <bdi lang="ka-Latn" dir="ltr">''bedniereba''</bdi> or <bdi lang="ka-Cyrl" dir="ltr">''бедниереба''</bdi> will now suggest the existing article about <bdi lang="ka" dir="ltr">ბედნიერება</bdi> ("happiness"). You can recommend other languages where transliterated suggestions would be useful [[phab:T375215|on Phabricator]] for future development. * Later this week, a controlled experiment will begin for editors on the 100 largest Wikipedias who are editing a section in the mobile web visual editor. 50% of these editors will notice a new "Edit full page" button that will enable them to expand their editing session to the whole page. This feature is intended to make it easier for people on mobile web to edit any article section, regardless of which section-edit icon they tapped to begin. The experiment will last ~4 weeks. You can find [[phab:T409112|more details]] about the project. * Later this week, the [[mw:Special:MyLanguage/Readers/Reader Growth|Reader Growth team]] will launch a [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.1.14 Expanded Mobile Sections|mobile web experiment]] to expand all article sections by default (currently they are collapsed by default) and pin the section header the user is currently reading to the top of the page. The experiment will affect 10% of users on Arabic, Chinese, French, Indonesian, and Vietnamese Wikipedias. [https://phabricator.wikimedia.org/T409485] * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Wikipedia Year in Review/2025 Year in Review|Wikipedia Year in Review 2025]], a feature in the Wikipedia mobile apps (iOS and Android) that provides users with a personalised summary of their engagement with Wikipedia over the year, is now available on the iOS and Android apps. This edition includes expanded personalised insights, improved reading highlights, new donor messaging, and updated designs. Open the app to view your Year in Review and explore your reading journey from 2025. * A recent software bug caused edits made with VisualEditor to make unintended changes to wikitext, including removing whitespace and replacing spaces with underscores in wikilinks inside citations. This was partially fixed last week, and further fixes are in progress. Editors who used VisualEditor between November 28 and December 2 should review their edits for unexpected modifications. [https://phabricator.wikimedia.org/T411238] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the incorrect handling of URLs copied from the address bar of Microsoft Edge users, has been resolved. [https://phabricator.wikimedia.org/T341281] '''Updates for technical contributors''' * Starting this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will have [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] as the editor for Lua, JavaScript, CSS, JSON and Vue content models, instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]]. With this, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linters]] will be upgraded. This is part of a larger effort to eventually replace CodeEditor and provide a consistent code editing experience. [https://phabricator.wikimedia.org/T373711] * Developers are encouraged to take the [https://wikimediafoundation.limesurvey.net/552643 2025 Developer Satisfaction Survey], which remains open until 5 January 2026. If you build software for the Wikimedia ecosystem and would like to share your experiences or feedback, your participation is greatly appreciated. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/W4WBKO6Q55UWWCCSFWQATKEXBEHP3QNR/] * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:45, 8 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29738112 --> == Tech News: 2025-51 == <section begin="technews-2025-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/51|Translations]] are available. '''Updates for editors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, one of the fixes addressed an issue for temporary accounts adding an external URL, which triggered an hCaptcha request in more cases than intended, and did not display the required popup on the first attempt to publish the edit. [https://phabricator.wikimedia.org/T411927] '''Updates for technical contributors''' * To improve database and site performance, external links to Wikimedia projects will no longer be stored in the database. This means they will not be searchable in [[{{#special:LinkSearch}}]], will not be checked by the Spam Blacklist or AbuseFilter as new links, and will not be in the <code dir=ltr>externallinks</code> table on database replicas. In the future this may be extended to other highly-linked trusted websites on a per-wiki basis, such as Creative Commons links on Wikimedia Commons. [https://phabricator.wikimedia.org/T405005] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.7|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:03, 15 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29796010 --> == Tech News: 2025-52 == <section begin="technews-2025-W52"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/52|Translations]] are available. '''Updates for editors''' * From January, edit filters [[mw:Special:MyLanguage/Extension:AbuseFilter/Access flags|can be set]] to automatically suppress their details such as rules and list of attempted edits and actions. This will help oversighters use edit filters to prevent doxxing or other suppressible material. [https://phabricator.wikimedia.org/T290324] * The next issue of Tech News will be sent out on 12 January 2026 because of the end of year holidays. Thank you to all of the translators, and people who submitted content or feedback, this year. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the crash that occurred when tapping "First Steps" in the Wikipedia Android Year in Review has now been fixed, and the feature opens as expected. [https://phabricator.wikimedia.org/T411546] '''Updates for technical contributors''' * Interface elements such as diffs and categories generated by MediaWiki used to have the attribute <code dir=ltr>data-mw="interface"</code> to distinguish from wiki content. The attribute has been replaced with <code dir=ltr>data-mw-interface=""</code>, to avoid potential conflicts with other <code dir=ltr>data-mw</code> attributes, which are generated by Parsoid. [https://phabricator.wikimedia.org/T409187] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] There is no new MediaWiki version this week or next week. '''Meetings and events''' * The [[mw:Wikimedia Hackathon Northwestern Europe 2026|Wikimedia Hackathon Northwestern Europe 2026]] will take place on 13-14 March 2026 in Arnhem, the Netherlands. Applications just opened mid-December and will close in mid-January or earlier if capacity is reached. With space for approximately 100 participants, early application is encouraged. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/52|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W52"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:45, 22 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29831856 --> == Tech News: 2026-03 == <section begin="technews-2026-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/03|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation has shared some guiding questions for the July 2026–June 2027 Annual Plan on [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2026-2027/Product & Technology OKRs|Meta]] and ''[[diffblog:2025/12/10/shaping-wikimedia-foundations-2026-2027-annual-goals-key-questions-for-the-wikimedia-movement/|Diff]]''. These focus on global trends, faster and healthier experimentation, better support for newcomers, strengthening editors and advanced users, improving collaboration across projects, and growing and retaining readership. Feedback and ideas are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]]. '''Updates for editors''' * As part of the current work of Community Tech team on the [[m:Special:MyLanguage/Community Wishlist/W372|Multiple watchlists]] project, the display of [[Special:EditWatchlist|EditWatchlist]] will be updated as a first step towards multiple watchlists. Additionally, the pagination on [[Special:Search|Search]] will be updated too, as a part of the work on the [[m:Special:MyLanguage/Community Wishlist/W186|Revamp pagination / page navigation]] wish. [https://phabricator.wikimedia.org/T411596] * [[m:Special:GlobalWatchlist|The Global Watchlist]] is a MediaWiki [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that lets you see your watchlists from different wikis on the same page. It was recently updated to look more like the regular [[Special:Watchlist|Watchlist]], such as preparing it for temporary accounts in IP masking (including rerouting user links to contributions pages), making page titles bold, and opening links in edit summaries and tags in new browser tabs. [https://phabricator.wikimedia.org/T398361][https://phabricator.wikimedia.org/T298919][https://phabricator.wikimedia.org/T273526][https://phabricator.wikimedia.org/T286309] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where global blocks did not have the option to disable sending emails, has now been fixed, and will be available for use in the week of January 13. [https://phabricator.wikimedia.org/T401293] '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/VisualEditor/Citation tool|VisualEditor citation tool]] and [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] now support "map" as a reference type. [https://phabricator.wikimedia.org/T411083] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.10|MediaWiki]]/[[mw:MediaWiki 1.46/wmf.11|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:33, 12 January 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29907192 --> == Tech News: 2026-04 == <section begin="technews-2026-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/04|Translations]] are available. '''Updates for editors''' * The tray shown on [[Special:Diff|Special:Diff]] in mobile view has been redesigned. It is now collapsed by default, and incorporates a link to undo the edit being viewed, making it easier for mobile editors and reviewers to take action while keeping the interface uncluttered. [https://phabricator.wikimedia.org/T402297] * [[m:Special:GlobalWatchlist|The Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] continues to improve — it now automatically determines the text direction (ensuring correct display of sites with unusual domain names) and shows detailed descriptions for log actions. Later this week, a new permanent link for page creations and CSS classes for each entry element will be added. [https://phabricator.wikimedia.org/T412505][https://phabricator.wikimedia.org/T287929][https://phabricator.wikimedia.org/T262768][https://phabricator.wikimedia.org/T414135] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the previously observed issue in Vector 2022, where anchor link targets were obscured by the sticky header, has now been addressed. [https://phabricator.wikimedia.org/T406114] '''Updates for technical contributors''' * As mentioned in the [[m:Special:MyLanguage/Tech/News/2025/44|October 2025 deprecation announcement]], MediaWiki Interfaces team will begin sunsetting all transform endpoints containing a trailing slash from the MediaWiki REST API the week of January 26. Changes are expected to roll out to all wikis on or before January 30th. All API users currently calling them are encouraged to transition to the non-trailing slash versions. Both endpoint variations can be found, compared, and tested using the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox]. If you have questions or encounter any problems, please file a ticket in Phabricator to the [https://phabricator.wikimedia.org/project/view/6931/ #MW-Interfaces-Team board]. * Interactive reference documentation for the [[mw:Special:MyLanguage/Wikimedia REST API|Wikimedia REST API]] has moved. Requests to API docs previously hosted through [[mw:Special:MyLanguage/RESTBase|RESTBase]] (e.g.: <code dir=ltr>https://en.wikipedia.org/api/rest_v1/</code>) are now redirected to the [[w:en:Special:RestSandbox|REST Sandbox]]. * The [[mw:Special:MyLanguage/Wikidata Platform|WMF Wikidata Platform team]] (WDP) has published its [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|January 2026 newsletter]]. It includes updates on the legacy full-graph endpoint decommissioning, the User-Agent policy change, the monthly Blazegraph migration office hours, and efforts to reduce regressions caused by the legacy endpoint shutdown. As a reminder, you can [[m:Special:MyLanguage/Global message delivery/Targets/WDP team updates|subscribe to the WDP newsletter]]! * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.12|MediaWiki]] '''Meetings and events''' * The [[mw:Wikimedia Hackathon Northwestern Europe 2026|Wikimedia Hackathon Northwestern Europe 2026]] will take place on 13-14 March 2026 in Arnhem, the Netherlands. Applications opened mid-December and will close soon or when capacity is reached. It's a two-day, technically oriented hackathon bringing together Wikimedians from the region. Hope to see you there! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:29, 19 January 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29943403 --> == Tech News: 2026-05 == <section begin="technews-2026-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/05|Translations]] are available. '''Updates for editors''' * Wikimedia Foundation invites comments on [[m:Special:MyLanguage/Product and Technology Advisory Council/Year1 Reflections and Proposed Way Forward 2026 Update|proposed future]] of the [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] until 28 February. * All users with registered accounts can now use passkeys for [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] (2FA). Passkeys are a simple way to log in without using a second device. They verify the user's identity using a fingerprint, face scan, or a PIN code. To set up a passkey, first set up a regular 2FA method. Currently, to log in with a passkey, users must also use a password. Later this quarter, passwordless login will allow users to log in with a single click and a passkey. Users with advanced rights will also be required to have 2FA enabled. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project. * Unregistered contributors on blocked IPs or blocked IP ranges can now interact on-wiki to appeal a block by creating a temporary account to appeal a block on the user talk page, unless the "prevent this user from editing their own talk page" is enabled. This solves the problem of logged-out users unable to use the default unblock process via user talk page. [https://phabricator.wikimedia.org/T398673] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Two-Factor Authentication (2FA) methods description on the management page has been updated. It is now clearer and easier for users to understand and make use of. [https://phabricator.wikimedia.org/T332385] '''Updates for technical contributors''' * A new AbuseFilter variable, <code>account_type</code>, has been added to provide a reliable way to determine the account type being created in the <code>createaccount</code> and <code>autocreateaccount</code> actions. As part of this change, the variable <code>accountname</code> has been renamed to <code>account_name</code>, and <code>accountname</code> is now deprecated. Edit filter managers should update any filters that use hardcoded account type checks or the deprecated variable. [https://phabricator.wikimedia.org/T414049] * Image thumbnails that are requested in non-standard sizes, and using non-standard methods such as direct requests to <code dir=ltr><nowiki>upload.wikimedia.org/…</nowiki></code> will stop working in the near future. This change is to prevent ongoing external abuse by web-scrapers and bots. Some users with custom CSS/JS, Interface Admins who can fix gadgets and local skins, and Tool-authors, will need to update their code to use standard thumbnail sizes. [[phab:T414805|Details, search-links, and examples of how to fix them, are available in the task]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.13|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:17, 26 January 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29969530 --> == Tech News: 2026-06 == <section begin="technews-2026-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/06|Translations]] are available. '''Updates for editors''' * The "{{int:pageinfo-toolboxlink}}" feature, which gives validating information about a page ([{{fullurl:{{FULLPAGENAME}}|action=info}} example]), now automatically includes a table of contents. If there is a local [[{{ns:8}}:Pageinfo-header]] page created by individual users, it can now be removed. [https://phabricator.wikimedia.org/T363726] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, VisualEditor previously added bold or italic formatting inside link descriptions, making the wikicode complex. This has now been fixed. [https://phabricator.wikimedia.org/T409669] '''Updates for technical contributors''' * There was no XML dump on 20 January. Additionally, from now on, dumps will be generated once per month only. [https://phabricator.wikimedia.org/T414389] * The MediaWiki Interfaces team removed support for all transform endpoints containing a trailing slash from the [https://www.mediawiki.org/wiki/Special:MyLanguage/API:REST%20API MediaWiki REST API]. All API users currently calling those endpoints are encouraged to transition to the non-trailing slash versions. If you have questions or encounter any problems, please file a ticket in phabricator to the [https://phabricator.wikimedia.org/project/view/6931/ #MW-Interfaces-Team board]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.14|MediaWiki]] '''Weekly highlight''' * Users are reminded that the Wikimedia Foundation has shared some guiding questions for the July 2026–June 2027 Annual Plan on [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2026-2027/Product & Technology OKRs|Meta]] and ''[[diffblog:2025/12/10/shaping-wikimedia-foundations-2026-2027-annual-goals-key-questions-for-the-wikimedia-movement/|Diff]]''. These focus on global trends, faster and healthier experimentation, better support for newcomers, strengthening editors and advanced users, improving collaboration across projects, and growing and retaining readership. Feedback and ideas are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:43, 2 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30000986 --> == Tech News: 2026-07 == <section begin="technews-2026-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/07|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] Logged-in contributors who manage large or complex watchlists can now organise and filter watched pages in ways that improve their workflows with the new [[mw:Special:MyLanguage/Help:Watchlist labels|Watchlist labels]] feature. By adding custom labels (for example: pages you created, pages being monitored for vandalism, or discussion pages) users can more quickly identify what needs attention, reduce cognitive load, and respond more efficiently. This improves watchlist usability, especially for highly active editors. * A new feature available on [[Special:Contributions|Special:Contributions]] shows [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] that are likely operated by the same person, and so makes patrolling less time-consuming. Upon checking contributions of a temporary account, users with access to temporary account IP addresses can now see a view of contributions from the related temporary accounts. The feature looks up all the IPs associated with a given temporary account within the data retention period and shows all the contributions of all temporary accounts that have used these IPs. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts#February 2026: Improvements to the patroller tooling|Learn more]]. [https://phabricator.wikimedia.org/T415674] * When editors preview a wikitext edit, the reminder box that they are only seeing a preview (which is shown at the top), now has a grey/neutral background instead of a yellow/warning background. This makes it easier to distinguish preview notes from actual warnings (for example, edit conflicts or problematic redirect targets), which will now be shown in separate warning or error boxes. [https://phabricator.wikimedia.org/T414742] * The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] continues to improve — it now properly supports more than one Wikibase site, for example both [[d:|Wikidata]] and [[testwikidata:|testwikidata]]. In addition, issues regarding text direction have been fixed for users who prefer Wikidata or other Wikibase sites in right-to-left (RTL) languages. [https://phabricator.wikimedia.org/T415440][https://phabricator.wikimedia.org/T415458] * The automatic "magic links" for ISBN, RFC, and PMID numbers have been [[mw:Special:MyLanguage/Help:Magic links|deprecated in wikitext since 2021]] due to inflexibility and difficulties with localization. Several wikis have successfully replaced RFC and PMID magic links with equivalent external links, but a template was often required to replace the functionality of the ISBN magic link. There is now a new [[mw:Special:MyLanguage/Help:Magic words#isbn|built-in parser function]] <code dir=ltr><nowiki>{{#isbn}}</nowiki></code> available to replace the basic functionality of the ISBN magic link. This makes it easier for wikis who wish to migrate off of the deprecated magic link functionality to do so. [https://phabricator.wikimedia.org/T145604] * Two new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35401|Jju]] ([[w:kaj:|<code>w:kaj:</code>]]) [https://phabricator.wikimedia.org/T413283] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q1186896|Nawat]] ([[w:ppl:|<code>w:ppl:</code>]]) [https://phabricator.wikimedia.org/T413273] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * A new global user group has been created: [[{{int:grouppage-local-bot}}|{{int:group-local-bot}}]]. It will be used internally by the software to allow community bots to bypass rate limits that are applied to abusive [[w:en:Web scraping|web scrapers]]. Accounts that are approved as bots on at least one Wikimedia wiki will be automatically added to this group. It will not change what user permissions the bot has. [https://phabricator.wikimedia.org/T415588] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.15|MediaWiki]] '''Meetings and events''' * The [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Spring 2026|MediaWiki Users and Developers Conference, Spring 2026]] will be held March 25–27 in Salt Lake City, USA. This event is organized by and for the third-party MediaWiki community. You can propose sessions and register to attend. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/AZBWVI46SDEB65PGR5J6E4TYOQQEZXM7/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:30, 9 February 2026 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30026671 --> == Tech News: 2026-08 == <section begin="technews-2026-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/08|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Team]] will be performing a cleanup of Wikimedia's [[m:Special:MyLanguage/Etherpad|Etherpad]] instance, the web-based editor for real-time collaborative document editing. All pads will be permanently deleted after 30 April, 2026 – if there are still migration projects in progress at that point the team can revisit the date on a case by case basis. Please create local backups of any content you wish to keep, as deleted data cannot be recovered. This cleanup helps reduce database size and minimize infrastructure footprint. Etherpad will continue to support real-time collaboration, but long-term storage should not be expected. Additional cleanups may occur in the future without prior notice. [https://phabricator.wikimedia.org/T415237] '''Updates for editors''' * The Information Retrieval team will be launching an [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|Android mobile app experiment]] that tests hybrid search capabilities which can handle both semantic and keyword queries. The improvement of on-platform search will enable readers to find what they’re looking for directly on Wikipedia more easily. The experiment will first be launched on Greek Wikipedia in late February, followed by English, French, and Portuguese in March. [https://diff.wikimedia.org/2026/01/08/semantic-search-making-it-easier-to-find-the-information-readers-want/ Read more] on Diff blog. [https://www.mediawiki.org/wiki/Readers/Information_Retrieval] * The Reader Growth team will run [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.10.2 Mobile Table of Contents|an experiment]] for mobile web users, that adds a table of contents and automatically expands all article sections, to learn more about navigation issues they face. The test will be available on Arabic, Chinese, English, French, Indonesian, and Vietnamese Wikipedias. * Previously, site notices ([[{{ns:8}}:Sitenotice]] and [[{{ns:8}}:Anonnotice]]) would only render on the desktop site. Now, they will render on all platforms. Users on mobile web will now see these notices and be informed. Site administrators should be prepared to test and fix notices on mobile devices to avoid interference with articles. To opt out, interface admins can add <code dir="ltr">#siteNotice { display: none; }</code> to [[{{ns:8}}:Minerva.css]]. [https://phabricator.wikimedia.org/T138572][https://phabricator.wikimedia.org/T416644] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue on [[Special:RecentChanges|Special:RecentChanges]] has been fixed. Previously, clicking hide in the active filters caused the "view new changes since…" button to disappear, though it should have remained visible. The button now behaves as expected. [https://phabricator.wikimedia.org/T406339] '''Updates for technical contributors''' * New documentation is now available to help editors debug on-site search features. It supports troubleshooting when pages do not appear in results, when ranking seems unexpected, and when you need to inspect what content is being indexed, helping make search behavior easier to understand and analyze. [[mw:Help:CirrusSearch/Debug|Learn more]]. [https://phabricator.wikimedia.org/T411169] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:17, 16 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30086330 --> == Tech News: 2026-09 == <section begin="technews-2026-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/09|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Edit check/Reference Check|Reference Check]] has been deployed to English Wikipedia, completing its rollout across all Wikipedias. The feature prompts newcomers to add a citation before publishing new content, helping reduce common citation-related reverts and improve verifiability. In A/B testing, the impact was substantial: newcomers shown Reference Check were approximately 2.2 times more likely to include a reference on desktop and about 17.5 times more likely on mobile web. [https://analytics.wikimedia.org/published/reports/editing/reference_check_ab_test_report_final_2025.html] '''Updates for editors''' * The [[mw:Special:MyLanguage/Extension:InterwikiSorting|InterwikiSorting extension]], which allowed for the [[m:Special:MyLanguage/Interwiki sorting order|sorting of interwiki links]], has been undeployed from Wikipedia. As a result, editors who had enabled interwiki link sorting in non-compact mode (full list format) will now see links reordered. The links moving forward will be listed in the alphabetical order of language code. [https://phabricator.wikimedia.org/T253764] * Later this week, people who are editing a page-section using the mobile visual editor, will notice a new "Edit full page" button. When tapped, you will be able to edit the entire article. This helps when the change you want to make is outside the section you initially opened. [https://phabricator.wikimedia.org/T387175][https://phabricator.wikimedia.org/T409112] * [[mw:Special:MyLanguage/Readers/Reader Experience|The Reader Experience team]] is inviting editors to assess whether dark mode should still be considered "beta" on their wiki, based on their experience of how well it functions on desktop and mobile. If the feature is deemed mature, editors can update the interface messages in <code dir=ltr>MediaWiki:skin-theme-description</code> and <code dir=ltr>MediaWiki:Vector-night-mode-beta-tag</code> to indicate that dark mode is ready and no longer considered beta. * The improved [[mw:Wikimedia_Apps/Team/iOS/Activity_Tab|Activity tab]] which displays user-insights is now available to all users of the Wikipedia iOS app (version 7.9.0 and later). Following earlier A/B testing that showed higher account creation among users with access to the feature, it has been rolled out to 100% of users along with some updates. The Activity tab now shows your edited articles in the timeline, offers editing impact insights like contribution counts and article view trends, and customization options to improve in-app experience for users. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug that prevented [[mw:Special:MyLanguage/Extension:DiscussionTools|DiscussionTools]] from working on mobile has now been fixed, restoring full functionality. [https://phabricator.wikimedia.org/T415303] '''Updates for technical contributors''' * The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that makes this possible continues to improve. The latest upgrade is the inclusion of a [[mw:Extension:GlobalWatchlist#hook|new hook]], <code dir=ltr>ext.globalwatchlist.rebuild</code>, which fires after each watchlist rebuild. This allows you to run gadgets and user scripts for the Special page. [https://phabricator.wikimedia.org/T275159] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.17|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:03, 23 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30119102 --> == Tech News: 2026-10 == <section begin="technews-2026-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/10|Translations]] are available. '''Weekly highlight''' * Wikipedia 25 [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments|Birthday mode]] is now live on Betawi, Breton, Chinese, Czech, Dutch, English, French, Gorontalo, Indonesian, Italian, Luxembourgish, Madurese, Sicilian, Spanish, Thai, and Vietnamese Wikipedias! This limited-time campaign feature celebrates 25 years of Wikipedia with a birthday mascot, Baby Globe. When turned on, Baby Globe is shown on [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments/article configuration|~2,500 articles]], waiting to be discovered by readers. Communities can choose to turn Birthday mode on by getting consensus from their community and asking an admin to enable the feature and customize it via [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments#Community Configuration Demo|community configuration]] on the local wiki. '''Updates for editors''' * [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to Swedish Wikipedia, Polish Wikipedia and [[:phab:T418209|a couple of other wikis]]. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|try the feature]] on these projects or on testwiki and [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing betawiki]. Learnings from the first pilot wiki German Wikipedia have been [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing/Learnings|published in a report]]. Reach out to the Wikimedia Deutschland team if you are [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|interested in becoming a pilot wiki]]. * [[mw:Special:MyLanguage/Help:Edit check#Paste check|Paste Check]] will become available at all Wikipedias this week. The feature prompts newcomers who are pasting text they are not likely to have written into VisualEditor to consider whether doing so risks a copyright violation. Paste Check [[mw:Special:MyLanguage/Edit check/Tags|tags]] all edits where it is shown for potential review. Local administrators can configure various aspects of the feature via [[{{#special:EditChecks}}]]. [[mw:Special:MyLanguage/Edit check/Paste Check#A/B Experiment|Research]] across 22 wikis found that Paste Check resulted in an 18% decrease in relative reverted-edits compared to the control group. Translators can [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-visualeditor-ve-mw-editcheck&filter=&optional=1&action=translate help to localize] this and related features. * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] will be standardizing the user menu in the top right for all mobile users so that it is closer to the desktop experience. Currently this user menu is only visible to users with Advanced Mobile Controls (AMC) turned on. The only change is that a couple buttons previously in the left-side menu will move to the top right for users who do not have AMC turned on. This change is expected to go out March 9 and seeks to improve the user interface. [https://phabricator.wikimedia.org/T413912] * Starting in the week of March 2, the emails sent out when an email address was added, removed, or changed for an account will switch to a substantially nicer and clearer HTML email from the prior plaintext one. [https://phabricator.wikimedia.org/T410807] * Notifications are currently limited to 2,000 historic entries per user, and extend back to 2013 when the feature was released. This is going to be changed to only store Notifications from the last 5 years, but up to 10,000 of them. This will help with long-term infrastructure health and help to prevent more recent notifications from disappearing too soon. [https://phabricator.wikimedia.org/T383948] * The [[m:Special:GlobalWatchlist|Global Watchlist]] which lets you view your watchlists from multiple wikis on a single page continues to see improvements. The latest update improves label usage experience. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] now allows activating the [[mw:Special:MyLanguage/Manual:Language#Fallback languages|language fallback system]] for Wikidata items without labels in the viewed language, and showing those labels in the user’s preferred Wikidata language if no <code dir=ltr>uselang=</code> URL parameter is provided. [https://phabricator.wikimedia.org/T373686][https://phabricator.wikimedia.org/T416111] * The Wikipedia Android team has started a beta test of [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|hybrid search]] on Greek Wikipedia. Hybrid search capabilities can handle both semantic and keyword queries enabling readers to find what they’re looking for directly on Wikipedia more easily. * For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Currently, 2FA is required to use the group, but not to be a member of it. Given that this model still has some vulnerabilities, the situation will [[phab:T418580|gradually change in March]]. Members of these groups will be unable to disable last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the second half of March, users without 2FA will be removed from these groups. This applies to: CentralNotice administrators, checkusers, interface administrators, suppressors, Wikidata staff, Wikifunctions staff, WMF Office IT and WMF Trust & Safety. Nothing will change for other users. See the linked task for deployment schedule. [https://phabricator.wikimedia.org/T418580] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue preventing users from creating an instance in [https://www.wikibase.cloud/ Wikibase.cloud] has now been fixed. [https://phabricator.wikimedia.org/T416807] '''Updates for technical contributors''' * To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], over the next month the Wikimedia Foundation will implement global API rate limits across our APIs. In early March, stricter limits will be applied to unidentified requests from outside Toolforge/WMCS and API requests that are made from web browsers. In April, higher limits will be applied to identified traffic. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]]. * The Wikidata Query Service Linked Data Fragment (LDF) endpoint will be decommissioned in February. This endpoint served limited traffic, which was successfully migrated to other data access methods that were better suited to support existing use cases. The hardware used to support the LDF endpoint will be reallocated to support the ongoing backend migration efforts. [https://phabricator.wikimedia.org/T415696] * The new Parsoid parser [[mw:Special:MyLanguage/Parsoid/Parser Unification/Updates|continues to be deployed to additional wikis]], improving platform sustainability and making it easier to introduce new reading and editing features. Parsoid is now the default parser on 488 WMF wikis (268 Wikipedias), now covering more than 10% of all Wikipedia page views. * The process and criteria for [[Special:MyLanguage/Wikimedia Enterprise#Access|requesting exceptional access]] to the high volume feed of the ''Wikimedia Enterprise'' APIs (at no cost for mission-aligned usecases), [[m:Talk:Wikimedia Enterprise#Exceptional access criteria|have now been published]]. This is to provide more thorough and clearer documentation for users. * [https://techblog.wikimedia.org/ Tech Blog], the blog dedicated to the Wikimedia technical community [https://techblog.wikimedia.org/2026/02/24/a-tech-blog-diff/ will be migrating] to [[diffblog:|Diff]], the community news and event blog. The migration should be complete in April 2026, after which new posts will be accepted for publishing. Readers will be able to access posts – old and new – on the landing page at https://diff.wikimedia.org/techblog. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.18|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:51, 2 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30137798 --> == Tech News: 2026-11 == <section begin="technews-2026-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/11|Translations]] are available. '''Weekly highlight''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. * Last week, all wikis had 2 hours of read-only time, and extended unavailability for user-scripts and gadgets. This was due to a security incident which has since been resolved. Work is ongoing to prevent re-occurrences. For current information please see the [[m:Steward's noticeboard#Statement on Meta about today's user script security incident|post on the Stewards' noticeboard]] ([[m:Special:MyLanguage/Wikimedia Foundation/Product and Technology/Product Safety and Integrity/March 2026 User Script Incident|translations]]). '''Updates for editors''' * Users facing multiple blocks on mobile will now see the reasons for each block separately, instead of a generic message. This helps them understand why they are blocked and what steps they can take to resolve the issue. For example, users affected for using common VPNs (such as [[Special:MyLanguage/Apple iCloud Private Relay|iCloud Private Relay]]) will receive clearer guidance on what they need to do to start editing again. [https://phabricator.wikimedia.org/T357118] * Later this week, [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] will become available as a beta feature within the visual editor at all Wikipedias. This feature proactively suggests various types of actions that people can consider taking to improve Wikipedia articles, and learn about related guidelines. The feature is locally configurable, and can also be locally expanded with custom Suggestions. Current settings can be seen at [[Special:EditChecks]] and there are [[mw:Special:MyLanguage/Help:Suggestion mode#For administrators %E2%80%93 local customization|instructions for how administrators can customize]] the links to point to local guidelines. The feature is connected to [[mw:Special:MyLanguage/Help:Edit check|Edit check]] which suggests improvements while someone is writing new content. In the future, the Editing team plans to evaluate the feature's impact with newcomers through a controlled experiment. [https://phabricator.wikimedia.org/T404600] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where the cursor became misaligned during the use of CodeMirror’s syntax highlighting, which makes wikitext and code easier to read, has now been fixed. This problem specifically affected users who defined a font rule in a custom stylesheet while creating a new topic with DiscussionTools. [https://phabricator.wikimedia.org/T418793] '''Updates for technical contributors''' * API rate limiting update: To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], global API rate limits will be applied this week to requests without a compliant User-Agent that originate from outside Toolforge/WMCS and to unauthenticated requests made from web browsers. Higher limits will be applied to identified traffic in April. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]]. * The new GraphQL API has been released. The API was developed as a flexible alternative to select features of the Wikidata Query Service (WDQS), to improve developer experience and foster adaptability, and efficient data access. Try it out and [[d:Wikidata:Wikibase GraphQL#Feedback and development|give feedback]]. You can also [https://greatquestion.co/wikimediadeutschland/GraphQLAPI/apply sign up for usability tests]. * The [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|PTAC Unsupported Tools Working Group]] continued improvements to [[commons:Special:MyLanguage/Commons:Video2commons#|Video2Commons]] in February, with fixes addressing authentication errors, large-file handling, task queue visibility, and clearer upload behavior. Work is still ongoing in some areas, including changes related to deprecated server-side uploads. Read [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group#February 2026|this update]] to learn more. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.19|MediaWiki]] '''In depth''' * The Article Guidance team invites experienced Wikipedia editors from selected [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators#Collaborators|pilot wikis]] and interested contributors from other Wikipedias to fill out this questionnaire which is available in [https://docs.google.com/forms/d/e/1FAIpQLSfmLeVWnxmsCbPoI_UF2jyRcn73WRGWCVPHzerXb4Cz97X_Ag/viewform English], [https://docs.google.com/forms/d/e/1FAIpQLSd6rzr4XXQw8r4024fE3geTPFe13M_6w7Mitj-YJi0sOlWTAw/viewform?usp=header Arabic], [https://docs.google.com/forms/d/e/1FAIpQLSdok3-RfB18lcugYTUMGkpwmqG_8p760Wv4dCXitOXOszjUDw/viewform?usp=header Bengali], [https://docs.google.com/forms/d/e/1FAIpQLSfjTfYp4jEo0akA4B1e-Nfg3QZPCudUjhJzHzzDi6AHyAaMGA/viewform?usp=header Japanese], [https://docs.google.com/forms/d/e/1FAIpQLScteVoI29Aue4xc72dekk-6RYtvmMgQxzMI900UOawrFrSTWg/viewform?usp=header Portuguese], [https://docs.google.com/forms/d/e/1FAIpQLSetdxnYwL3ub2vqA7awCg5hJZPMIYcDPaiTe12rY9h0GYnVlw/viewform?usp=header Persian], and [https://docs.google.com/forms/d/e/1FAIpQLScNvfJF-Ot-4pzA4qAN771_0QDJ4Li19YcUsaTgSKW8Nc7U_Q/viewform?usp=header Turkish]. Your answers will help the team customize guidance for less experienced editors and help them learn community policies and practices while creating an article. Learn more [[mw:Special:MyLanguage/Article guidance|on the project page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:53, 9 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30213008 --> == Tech News: 2026-12 == <section begin="technews-2026-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/12|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature, also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], has been used for wikitext syntax highlighting since November 2024. It will be promoted out of beta by May 2026 in order to bring improvements and new [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Features|features]] to all editors who use the standard syntax highlighter. If you have any questions or concerns about promoting the feature out of beta, [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|please share]]. [https://phabricator.wikimedia.org/T259059] * Some changes to local user groups are performed by stewards on Meta-Wiki and logged there only. Now, interwiki rights changes will be logged both on Meta-Wiki and the wiki of the target user to make it easier to access a full record of user's rights changes on a local wiki. Past log entries for such changes will be backfilled in the coming weeks. [https://phabricator.wikimedia.org/T6055] * On wikis using [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]], the number of pending changes shown on [[{{#Special:PendingChanges}}]] previously counted pages which were no longer pending review, because they have been removed from the system without being reviewed, e.g. due to being deleted, moved to a different namespace, or due to wiki configuration changes. The count will be correct now. On some wikis the number shown will be much smaller than before. There should be no change to the list of pages itself. [https://phabricator.wikimedia.org/T413016] * Wikifunctions composition language has been rewritten, resulting in a new version of the language. This change aims to increase service stability by reducing the orchestrator's memory consumption. This rewrite also enables substantial latency reduction, code simplification, and better abstractions, which will open the door to later feature additions. Read more about [[f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-11|the changes]]. * Users can now sort search results alphabetically by page title. The update gives an additional option to finding pages more easily and quickly. Previously, results could be sorted by Edit date, Creation date, or Relevance. To use the new option, open 'Advanced Search' on the search results page and select 'Alphabetically' under 'Sorting Order'. [https://phabricator.wikimedia.org/T403775] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented UploadWizard on Wikimedia Commons from importing files from Flickr has now been fixed. [https://phabricator.wikimedia.org/T419263] '''Updates for technical contributors''' * A new special page, [[{{#special:LintTemplateErrors}}]], has been created to list transcluded pages that are flagged as containing lint errors to help users discover them easily. The list is sorted by the number of transclusions with errors. For example: [[{{#special:LintTemplateErrors}}/night-mode-unaware-background-color]]. [https://phabricator.wikimedia.org/T170874] * Users of the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature have been using [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages, for some time now. Along with promoting CodeMirror 6 out of beta, the plan is to replace CodeEditor as the standard editor for these content models by May 2026. [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|Feedback or concerns are welcome]]. [https://phabricator.wikimedia.org/T419332] * The [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] JavaScript modules will soon be upgraded to CodeMirror 6. Leading up to the upgrade, loading the <code dir=ltr>ext.CodeMirror</code> or <code dir=ltr>ext.CodeMirror.lib</code> modules from gadgets and user scripts was deprecated in July 2025. The use of the <code dir=ltr>ext.CodeMirror.switch</code> hook was also deprecated in March 2025. Contributors can now make their scripts or gadgets compatible with CodeMirror 6. See the [[mw:Special:MyLanguage/Extension:CodeMirror#Gadgets and user scripts|migration guide]] for more information. [https://phabricator.wikimedia.org/T373720] * The MediaWiki Interfaces team is expanding coverage of REST API module definitions to include [[mw:Special:MyLanguage/API:REST API/Extensions|extension APIs]]. REST API modules are groups of related endpoints that can be independently managed and versioned. Modules now exist for [https://phabricator.wikimedia.org/T414470 GrowthExperiments] and [https://phabricator.wikimedia.org/T419053 Wikifunctions] APIs. As we migrate extension APIs to this structure, documentation will move out of the main MediaWiki OpenAPI spec and REST Sandbox view, and will instead be accessible via module-specific options in the dropdown on the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox] (i.e., [[{{#Special:RestSandbox}}]], available on all wiki projects). * The [[mw:Special:MyLanguage/Extension:Scribunto|Scribunto]] extension provides different pieces of information about the wiki where the module is being used via the [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual|mw.site]] library. Starting last week, the library also provides a [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.site.wikiId|way]] of accessing the [[mw:Special:MyLanguage/Manual:Wiki ID|wiki ID]] that can be used to facilitate cross-wiki module maintenance. [https://phabricator.wikimedia.org/T146616] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.20|MediaWiki]] '''In depth''' * The [[m:Special:MyLanguage/Coolest Tool Award|2026 Coolest Tool Award]] celebrating outstanding community tools, is now open for nominations! Nominate your favorite tool using the [https://wikimediafoundation.limesurvey.net/435684?lang=en nomination survey] form by 23 March 2026. For more information on privacy and data handling, please see the [[foundation:Special:MyLanguage/Legal:Coolest_Tool_Award_2026_Survey_Privacy_Statement|survey privacy statement]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:35, 16 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30260505 --> == Tech News: 2026-13 == <section begin="technews-2026-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/13|Translations]] are available. '''Weekly highlight''' * Wikimedia site users can now log in without a password using passkeys. This is a secure method supported by fingerprint, facial recognition, or PIN. With this change, all users who opt for passwordless login will find it easier, faster, and more secure to log in to their accounts using any device. The new passkey login option currently appears as an autofill suggestion in the username field. An additional [[phab:T417120|"Log in with passkey" button]] will soon be available for users who have already registered a passkey. This update will improve security and user experience. The [[c:File:Passwordless_login_screencast.webm|screen recording]] demonstrates the passwordless login process step by step. * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. '''Updates for editors''' * Wikimedia site users can now export their notifications older than 5 years using a [[toolforge:echo-chamber|new Toolforge tool]]. This will ensure that users retain their important notifications and avoid them being lost based on the planned change to delete notifications older than 5 years, as previously announced. [https://phabricator.wikimedia.org/T383948] * Wikipedia editors in Indonesian, Thai, Turkish, and Simple English now have access to Special:PersonalDashboard. This is an [[mw:Special:MyLanguage/Moderator Tools/Dashboard|early version of an experience]] that introduces newer editors to patrolling workflows, making it easier for them to move from making edits to participating in more advanced moderation work on their project. [https://phabricator.wikimedia.org/T402647] * The [[Special:Block]] now has two minor interface changes. Administrators can now easily perform indefinite blocks through a dedicated radio button in the expiry section. Also, choosing an indefinite expiry provides a different set of common reasons to select from, which can be changed at: [[MediaWiki:Ipbreason-indef-dropdown]]. [https://phabricator.wikimedia.org/T401823] * Mobile editors [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#Logged-out|at several wikis]] can now see an improved logged-out edit warning, thanks to the recent updates from the Growth team. These changes released last week are part of ongoing efforts and tests to enhance [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|account creation experience on mobile]] and then increase participation. [https://phabricator.wikimedia.org/T408484] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:36}} community-submitted {{PLURAL:36|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented mobile web users from seeing the block information when affected by multiple blocks has been fixed. They can now see messages of all the blocks currently affecting them when they access Wikipedia. '''Updates for technical contributors''' * Images built using Toolforge will soon get the upgraded buildpacks version, bringing support for newer language versions and other upstream improvements and fixes. If you use Toolforge Build Service, review the recent [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EMYTA32EV2V5SQ2JIEOD2CL66YFIZEKV/ cloud-announce email] and update your build configuration as necessary to ensure your tools are compatible. [https://wikitech.wikimedia.org/w/index.php?title=Help:Toolforge/Building_container_images&oldid=2392097#Buildpack_environment_upgrade_process][https://phabricator.wikimedia.org/T380127] * The [https://api.wikimedia.org/wiki/Main_Page API Portal] documentation wiki will shut down in June 2026. API keys created on the API Portal will continue to work normally. api.wikimedia.org endpoints will be deprecated gradually starting in July 2026. Documentation on the API Portal is moving to [[mw:Wikimedia APIs|mediawiki.org]]. Learn more on the [[wikitech:API Portal/Deprecation|project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.21|MediaWiki]] '''In depth''' * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is considering improvements to [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|automatically generated reference names in VisualEditor]]. Please check out the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names#Proposed solutions|proposed solutions]] and participate in the [[m:Talk:WMDE Technical Wishes/References/VisualEditor automatic reference names#Request for comment|request for comment]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:51, 23 March 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30268305 --> == Tech News: 2026-14 == <section begin="technews-2026-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/14|Translations]] are available. '''Weekly highlight''' * The Beta version of [[abstract:|Abstract Wikipedia]] a new Wikimedia project which is language-independent, was launched last week. The project allows communities to build Wikipedia articles in their native language, which can be readily accessed by other users in their own languages. The wiki is powered by instructions from Wikifunctions and also based on structured content from Wikidata. [[:f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-26|Read more]]. '''Updates for editors''' * The Growth team is running an A/B test to evaluate a clearer, more user-friendly message that promotes account creation on wikis. Currently when logged-out mobile users begin editing, they see a jarring warning message that can feel abrupt and discouraging. This also presents temporary account editing as the default rather than encouraging account creation. The test is running on ten Wikipedias, including Arabic, French, Spanish and German. [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#2. Improve logged-out warning message (T415160)|Read more]]. * The Wikimedia Apps team is inviting feedback on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Future of Editing on the Mobile Apps|how editing should work on the Wikipedia mobile apps]]. The discussion focuses on improving how users access editing tools when they tap "Edit". This is part of a broader effort to convert readers who develop an interest in editing, to access a more user-friendly pathway to start contributing. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:45}} community-submitted {{PLURAL:45|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where citation fetching from the large newspaper archive [https://www.newspapers.com Newspapers.com] was no longer working, due to a block in [[mw:Special:MyLanguage/Citoid|Citoid]] requests, has now been fixed. [https://phabricator.wikimedia.org/T419903] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:25, 30 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30329462 --> == Tech News: 2026-15 == <section begin="technews-2026-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/15|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] now includes a new group goal-setting feature, enabling organizers to set and track event goals such as the number of articles created and participating contributors in real time. Similarly, participants can work toward shared targets and see their collective impact as the event unfolds. The feature is now available on all Wikimedia wikis. Learn more in [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Collaborative contributions#Goal setting|the documentation]]. * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] The new [[mw:Special:MyLanguage/Help:Watchlist labels|watchlist labels]] feature (announced in [[m:Special:MyLanguage/Tech/News/2026/07|Tech News 2026-07]]) is now available via VisualEditor, the source editor, and the 'watchstar' (or watch link, for skins that don't have a star icon). Previously it was only possible to assign labels via [[Special:EditWatchlist|EditWatchlist]]. In all three places it is a new field following the expiry field. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where talk pages on mobile with Parsoid are unusable after empty section headers, has now been fixed. [https://phabricator.wikimedia.org/T419171] '''Updates for technical contributors''' * The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|sub-referencing feature]], which lets editors add details to an existing reference without duplicating it, will be gradually rolled out to [[phab:T414094|more wikis]] later this year. Wikis using the [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]] gadget are encouraged to update their version (typically at [[m:MediaWiki:Gadget-ReferenceTooltips.js|MediaWiki:Gadget-ReferenceTooltips.js]] as shown [https://en.wikipedia.org/w/index.php?diff=1344408362 here]) to ensure compatibility. Other reference-related gadgets may also be affected. [https://phabricator.wikimedia.org/T416304] * All Wikinews editions will be closed and switched to read-only mode on 4 May 2026. Content will remain accessible, but no new edits or articles can be added. This closure was approved by the Board of Trustees of the Wikimedia Foundation following extended discussions. [[m:Wikimedia Foundation Board noticeboard#Board of Trustees Approves Closure of Wikinews|Read more]]. * The [[:mw:Special:MyLanguage/API:Action API|Action API]] has had several formats for requested output. One of them, <bdi lang="zxx" dir="ltr"><code><nowiki>format=php</nowiki></code></bdi>, is being removed soon. Please ensure your scripts or bots use the [[mw:Special:MyLanguage/API:Data formats#Output|JSON format]]. This removal should affect very few scripts and bots. [https://phabricator.wikimedia.org/T118538] * The [[Special:NamespaceInfo|Special:NamespaceInfo]] page now includes namespace aliases. For example "WP" for the "Project" ("Wikipedia") namespace on the German Wikipedia. [https://phabricator.wikimedia.org/T381455] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.23|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:19, 6 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30362761 --> == Tech News: 2026-16 == <section begin="technews-2026-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/16|Translations]] are available. '''Weekly highlight''' * Experienced editors are invited to [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Main_Page test] the [[mw:Special:MyLanguage/Article guidance|Article guidance]] feature, designed to help less-experienced editors create well-structured, policy-compliant Wikipedia articles. Testing instructions are [[mw:Special:MyLanguage/Article guidance/Test feature guide|available]]. Also, after reviewing [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance the outlines], please provide feedback on the [[mw:Talk:Article guidance|project talk page]]. Based on your input, the feature will be refined and transferred to the pilot Wikipedias to translate and adapt. Check out [[c:File:Article Guidance workflow demo - April 2026.webm|the video]] explaining the feature. '''Updates for editors''' * On most wikis, all autoconfirmed users can now use [[Special:ChangeContentModel|Special:ChangeContentModel]] page to [[mw:Special:MyLanguage/Help:ChangeContentModel|create new pages with custom content models]], such as mass message lists, making custom page formats more accessible. Check [[Special:ListGroupRights|Special:ListGroupRights]] for the status of your wiki. [https://phabricator.wikimedia.org/T248294] * The Growth team has launched an [[mw:Special:MyLanguage/Contributors/Account_Creation_Experiments|account creation experiment]] to evaluate whether adding an account creation button to the mobile web header increases new account registrations and encourages more mobile users to contribute to the wikis. The experiment is currently live on Hindi, Indonesian, Bengali, Thai, and Hebrew Wikipedia, and targets 10% of logged-out mobile web users. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where VisualEditor could get stuck loading on Windows devices with animations turned off, has now been fixed. [https://phabricator.wikimedia.org/T382856] '''Updates for technical contributors''' * Starting later this week, {{int:group-abusefilter}} who have the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature enabled will have [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] as the editor at [[Special:AbuseFilter|Special:AbuseFilter]]. This is part of the broader effort to make the user experience more consistent across all editors. [https://phabricator.wikimedia.org/T399673][https://phabricator.wikimedia.org/T419332] * Tools and bots that access the [[mw:Special:MyLanguage/Notifications/API|Notifications API]] (<bdi lang="zxx" dir="ltr"><code><nowiki>action=query&meta=notifications</nowiki></code></bdi>) will need to update their OAuth or BotPassword grants to also include access to private notifications. [https://phabricator.wikimedia.org/T421991] * Due to a library upgrade, listings on category pages may be displayed out of order starting on Monday, 20th April. A migration script will be run to correct this, and will take hours to days depending on the size of the wiki (up to a week for English Wikipedia). [https://phabricator.wikimedia.org/T422544] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.24|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:19, 13 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30380527 --> == Tech News: 2026-17 == <section begin="technews-2026-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/17|Translations]] are available. '''Weekly highlight''' * After two years of development, [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]], also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], is to be promoted out of beta on Tuesday, April 21. It brings better code and wikitext readability, reduction in typing errors, and other [[mw:Special:MyLanguage/Help:Extension:CodeMirror|benefits]] to all users of the standard syntax highlighter. A huge thank you to volunteer [https://phabricator.wikimedia.org/p/Bhsd/ Bhsd] who developed many of the new features, including [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Code folding|code folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linting]]. [https://phabricator.wikimedia.org/T259059] * A major update to the Wikipedia app for iOS is now rolling out, redesigning the interface to align with Apple's latest "Liquid Glass" visual design. [https://apps.apple.com/us/app/wikipedia/id324715238 Download the latest version] and explore the update. '''Updates for editors''' * [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|Reading lists]] is a feature which allows readers to save articles to a list for reading later. This feature is now in beta on Arabic, French, Indonesian, Vietnamese, and Chinese Wikipedias and by default for all new accounts on all Wikipedias. * An experiment which explores extending [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Page Previews to mobile web]] will be launched in the week of April 20 on Arabic, English, French, Italian, Polish, and Vietnamese Wikipedias. Page Previews are pop-ups that display a thumbnail, lead paragraph, and a link to open the full article of a blue link, thereby improving content discovery. The feature is already available on desktop and in the apps. [[m:Special:MyLanguage/List of experiments in Product and Technology#Template|Read more about this experiment and others]]. * On several wikis, logged-in editors who haven't [[mw:Special:MyLanguage/Help:Email confirmation|confirmed their email addresses]] can now see a banner encouraging them to do so. Having the email address confirmed allows a user to restore access to the account if they lose it. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Encouraging users to confirm their email addresses|Learn more]]. [https://phabricator.wikimedia.org/T421366] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:15}} community-submitted {{PLURAL:15|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where editing very large wiki pages in the 2017 wikitext editor caused slow loading, preview and scrolling lag, and performance issues when selecting, cutting, or pasting content, has now been fixed. [https://phabricator.wikimedia.org/T184857] '''Updates for technical contributors''' * As part of the promotion of [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] from a beta feature, all users will use [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages. [https://phabricator.wikimedia.org/T419332] * The <code>mirrors.wikimedia.org</code> service for Debian and Ubuntu users will sunset and stop working on May 15. The resources for the service will be replaced with new and better options. Some users may need to switch to a different server which should take about a minute. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LJYRIS4WB66HIRCAO4GIDTXCMDVZRBMA/ You can read more]. [https://phabricator.wikimedia.org/T416707] * The <bdi lang="zxx" dir="ltr"><code><nowiki>image</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>oldimage</nowiki></code></bdi> table will be removed from [[wikitech:Help:Wiki Replicas|wikireplicas]]. If your tools or queries access <bdi lang="zxx" dir="ltr"><code><nowiki>image</nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki>oldimage</nowiki></code></bdi> directly, please update them to use the <bdi lang="zxx" dir="ltr"><code><nowiki>file</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>filerevision</nowiki></code></bdi> table before 28 May. [https://phabricator.wikimedia.org/T28741] * Following the recent implementation of global API rate limits on unidentified traffic, the Wikimedia Foundation will continue efforts to ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]] by applying global limits to identified API traffic beginning the last week of April. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]]. * The [[mw:Special:MyLanguage/Attribution API|Attribution API]] is now available as a [[mw:Special:MyLanguage/Wikimedia APIs/Stability policy|beta]]. The API fetches information for crediting Wikimedia articles and media files wherever they are used. Reference documentation is available through the REST Sandbox special page available on all Wikimedia wikis (such as the [https://en.wikipedia.org/w/index.php?api=attribution.v0-beta&title=Special%3ARestSandbox REST sandbox on English Wikipedia]). Share your feedback on the [[mw:Talk:Attribution API|project talk page]]. * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:00, 20 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30432763 --> == Tech News: 2026-18 == <section begin="technews-2026-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/18|Translations]] are available. '''Updates for editors''' * There is a change in how new users are autoconfirmed that will improve anti-vandalism protection. Currently, users who have had an account for a few days and made a few edits are automatically added to the [[{{int:grouppage-autoconfirmed/{{CONTENTLANGUAGE}}}}|{{int:group-autoconfirmed}}]] group. This configuration tends to be exploited by some vandals, who create accounts and start to use them only after some time. To mitigate this, the configuration will be updated next week so that – for the purpose of becoming autoconfirmed – the account age will be counted from their first edit, instead of registration date. The numeric value of the age threshold will remain the same. This change will be deployed only to wikis which require at least one edit as part of the autoconfirmation conditions. [https://phabricator.wikimedia.org/T418484] * All Wikipedia users with new accounts and those who activated the "automatically enable most beta features" option in their preference can now use the [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|reading lists]] beta feature to save articles for later reading. This helps organize reading interests in one place for convenient access. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where infobox images have huge padding in Firefox, has been fixed. [https://phabricator.wikimedia.org/T423676] '''Updates for technical contributors''' * As a reminder, the global API rate limits will be applied this week to identified API traffic. This is to help ensure [[mw:MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]]. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, including the actual rate limits, see [[mw:Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.26|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:06, 27 April 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30458046 --> == Tech News: 2026-19 == <section begin="technews-2026-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/19|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Article guidance|Article guidance]] team invites experienced editors of [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators|pilot Wikipedias]]—Arabic, Bangla, Japanese, Portuguese, Persian, Turkish, Simple English, Spanish, and French—to help translate and adapt [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance sample outlines]. These outlines will guide editors in creating clear, well-structured, and policy-compliant articles when using [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Special:NewArticle the feature] once it is launched in May 2026. [[mw:Special:MyLanguage/Article guidance#Adapting a sample outline in a Wikipedia|Simple instructions]] on how to translate and adapt the outlines are available. '''Updates for editors''' * The [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] has published [[:m:Special:MyLanguage/Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|draft recommendations]] on a model that affiliates can follow when contributing to the technical space. Community members are invited to provide feedback on the recommendation until May 8th [[:m:Talk:Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|on the talk page]]. * The number of available thumbnail size preferences in MediaWiki is being reduced to three standardized options—Small (180px), Regular (250px), and Large (400px), as part of ongoing efforts to improve performance and reduce strain on thumbnail services. As a result, existing preferences will be mapped to the nearest new size (for example, smaller selections like 120px or 150px will render at 180px, while larger ones like 300px or 360px will render at 400px). The preferences interface will soon be updated to reflect these changes, and users who wish to opt out or provide feedback can do so. [https://phabricator.wikimedia.org/T424909] * From now on, even when a permission expires automatically, users will receive an Echo notification similar to the standard notification for permission changes. There is a difference between this and [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]] in that the latter reminds users a week ''before'' the rights are due to expire, so that they can renew the rights. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the problem where the ULS language selector in [[m:Special:Translate|Special:Translate]] would scroll vertically when it shouldn't, has been resolved. Previously, when users opened the "Translate to English" dropdown and typed certain inputs, the dialog would scroll vertically by a few pixels even when there was enough space to display all results. The dropdown no longer shifts unnecessarily when filtering languages. [https://phabricator.wikimedia.org/T358864] * The [[m:Special:GlobalWatchlist|Global Watchlist]], which lets you view your watchlists from multiple wikis on a single page, continues to improve. For example, watchlists for Wikibase sites such as [[:d:|Wikidata]] now support [[mw:Special:MyLanguage/Extension:EntitySchema|EntitySchema]] elements for better tracking. The Live Updates mode now refreshes the special page every 60 seconds to comply with the updated [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] for improved real-time responsiveness. Additionally, a directionality bug that displayed links as "changes 3" instead of "3 changes" in mixed-direction lists has been fixed. [https://phabricator.wikimedia.org/T415450][https://phabricator.wikimedia.org/T424422][https://phabricator.wikimedia.org/T418091] '''Updates for technical contributors''' * The second phase of [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] has been rolled out to reduce the [[diffblog:2026/03/26/quo-vadis-crawlers-progress-and-whats-next-on-safeguarding-our-infrastructure/|impact of AI crawlers]] and ensure fair, sustainable access to Wikimedia resources, prioritising human and mission-aligned traffic. [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits#Limits|Limits]] have been shifted from per-hour to per-minute, producing smoother traffic patterns and more predictable API load. Community users are not expected to be affected, and no action is required. Early indications show some User-Agent-based requestors are adjusting behaviour, and around 64% of automated API traffic has been identified. Monitoring continues, and Wikimedia Enterprise remains available for commercial support. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.27|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:43, 4 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30498077 --> == Tech News: 2026-20 == <section begin="technews-2026-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/20|Translations]] are available. '''Weekly highlight''' * Community Tech has published [[m:Special:MyLanguage/Community Wishlist/How to write a good wish|new guidance]] explaining how wishes on Community Wishlist are triaged and prioritized. The documentation is intended to help contributors write stronger proposals by clarifying the factors that influence prioritization decisions. Beyond vote counts, the guidance highlights considerations such as potential impact on the community when determining which wishes move forward. '''Updates for editors''' * The Reader Growth team is launching an experiment to test a new [[mw:Special:MyLanguage/Readers/Reader_Growth/Share_Card|Share Card feature]] that allows readers to create visually engaging cards from Wikipedia articles or selected article sections and share them online, with each card linking back to the original article to help expand readership and article discovery. The mobile-only A/B test will be available to a portion of readers on Arabic, Chinese, French, Vietnamese, and English Wikipedia to better understand reading and sharing habits, and is scheduled to begin the week of May 18 and run for four weeks. * The Android and iOS Wikipedia apps recently released the [[mw:Special:MyLanguage/Wikimedia_Apps/Team/25th_Birthday_Reading_Challenge|25-day reading challenge]] into Beta, as part of efforts to drive reader engagement by encouraging users to complete reading milestones. To track their reading streak during the challenge, App users can add a widget featuring Baby Globe to their home screen. The challenge officially begins May 11. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:17}} community-submitted {{PLURAL:17|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the global preference for enabling syntax highlighting in wikitext could unexpectedly disable itself after being turned on, has now been fixed. [https://phabricator.wikimedia.org/T425286] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader module <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.ui.input</nowiki></code></bdi>, deprecated since [[m:Special:MyLanguage/Tech/News/2023/39|September 2023]], will be removed this week. There is a [[mw:Special:MyLanguage/Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. [https://phabricator.wikimedia.org/T420125] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.2|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:20, 11 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30524429 --> == Tech News: 2026-21 == <section begin="technews-2026-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/21|Translations]] are available. '''Weekly highlight''' * The Abstract Wikipedia team has identified five potential pilot wikis to assess their interest in adopting abstract articles on their wikis. The pilots are Malayalam, Bengali, Dagbani, Arabic, and Indonesian Wikipedia. The feedback period will be open until May 22. If your community is interested in becoming a pilot, [[m:Talk:Abstract Wikipedia|let us know on Meta]]. '''Updates for editors''' * An experiment to show [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] to logged-out readers on mobile web will launch on May 18 across German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu Wikipedias, and will run for one month. The effort supports broader goals of helping readers save and organize articles for later reading, while encouraging habits that could lead to future Wikipedia contributions. * To support a bookmark button in the Reading List beta feature, the "Tools > Action" menu has been updated to display icons, including the watch star indicator that helps editors identify temporarily watched articles. The icons now also match those used on mobile, improving consistency across platforms. The change is currently limited to the actions menu and mainly affects editors with privileged user rights. [https://phabricator.wikimedia.org/T426008] * [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] was released as an [[w:en:A/B test|A/B test]] for newcomer editors on the mobile website at [[phab:T421189|~15 Wikipedias]]. The experiment will measure the impact that Suggestion Mode has on the proportion of newcomer mobile web edit sessions that result in constructive (un-reverted) article edits. The experiment will also evaluate the feature's impact on editor retention, and monitor changes in revert and block rates. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue in the Wikipedia Android app where images could sometimes fail to load after opening a recommended reading list notification, has now been fixed. [https://phabricator.wikimedia.org/T418231] '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/Wikidata Platform|Wikidata Platform team]] has published its [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/Backend Replacement|backend replacement recommendation]] and accompanying [[wikitech:Wikidata Query Service/WDQS Architecture re-design|technical architecture]] for the migration of the Wikidata Query Service (WDQS) away from Blazegraph. Feedback is invited until May 25th 2026, especially on potential gaps and impacts on advanced use cases. Wikidata community members and WDQS users are also encouraged to help identify high-impact tools and workflows that may need attention on [[d:Wikidata:SPARQL query service/WDQS backend update/High-Impact Use Cases|this page]]. Feedback can be shared on the [[d:Wikidata talk:SPARQL query service/WDQS backend update|Migration talk page]] or during the [[d:Special:MyLanguage/Wikidata:Blazegraph Migration Office Hours|next office hour]]. See the [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|WDP team newsletter]] for more details. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.3|MediaWiki]] '''In depth''' * On English, French, Japanese, and a few other Wikipedias, there was a [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|trial of hCaptcha]], a third-party bot detection service. The trial showed that hCaptcha effectively detects and deters some bad-faith automated activity, on its own and by giving [[w:en:Wikipedia:Village pump (technical)/Archive 225#Introducing SuggestedInvestigations|checkusers and stewards]] signals to look into. Because the results were positive, hCaptcha will be rolled out across all wikis over the next few weeks. [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|See the hCaptcha project page]] for technical information about the implementation and privacy protections. [[diffblog:2026/05/04/better-detecting-bots-and-replacing-our-captcha-part-2/|Learn more]]. * The latest Community Tech update is now available, with progress across several Community Wishlist initiatives, including Reading Lists expansion from the mobile app to the website, new language support for "Who Wrote That" and the Personal Dashboard, improvements to 3D rendering and Charts, and upcoming work on talk page sorting, audio playback, and editing workflows. The update also shares current priorities, wishlist status trends, and opportunities for community feedback on future focus areas and the Wikimedia Foundation’s 2026–2027 Annual Plan. [[m:Special:MyLanguage/Community Wishlist/Updates#May 13, 2026: Latest updates from the Community Tech team|Read the full newsletter for details]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:21, 18 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30539262 --> == Tech News: 2026-22 == <section begin="technews-2026-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/22|Translations]] are available. '''Weekly highlight''' * Following a [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#LOWM|successful account creation experiment]], an improved logged-out edit warning message will be deployed to all Wikimedia wikis in the first week of June. The change will only affect logged-out users on mobile web who open an editing session. The updated experience is designed to encourage account creation more clearly, while still allowing users to edit with temporary accounts. Results from the experiment showed a significant increase in account creation, with a 27% relative lift among users shown the updated message. As expected, as more people funnel into account creation, temporary accounts decreased by a relative 16%. The experiment did not show any significant changes in constructive edit rates or other monitored contributor metrics. [https://phabricator.wikimedia.org/T424595] '''Updates for editors''' * For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Members of these groups will be unable to disable the last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the next few weeks, users without 2FA will be removed from these groups. Notably, this applies to bureaucrats. See the linked tasks for deployment schedules. [https://phabricator.wikimedia.org/T423119][https://phabricator.wikimedia.org/T423120] * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] will run an [[w:en:A/B testing|A/B test]] on [[:phab:T415904|10 wikis]], testing [[m:WMDE Technical Wishes/References/Reference Previews|potential improvements for Reference Previews]]. The experiment will run for ~2 weeks at the end of May / beginning of June and will affect 10% of desktop readers on the participating wikis. * After two successful experiments, the Reader Growth team is rolling out an [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|Image Browsing]] beta feature for all Wikipedias on mobile on May 25. This means that anyone who has all beta features on by default will start to see this feature, and others can check the box to turn it on in their preferences. The beta feature will include a carousel of all an article's images at the top of the article, with controls for editors to [[mw:Readers/Reader_Growth/Image_Browsing#Phase_2.1_beta_feature|exclude images from the article's carousel or to exclude an article from the feature entirely]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, three dimensional STL files were being rendered incorrectly by the media viewer 3D extension which is now fixed. [https://phabricator.wikimedia.org/T416723] '''Updates for technical contributors''' * The legacy CSS classes <bdi lang="zxx" dir="ltr"><code><nowiki>tleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>tright</nowiki></code></bdi> have been replaced with <bdi lang="zxx" dir="ltr"><code><nowiki>floatleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>floatright</nowiki></code></bdi> as the former do not work consistently across all MediaWiki platforms, notably mobile web and mobile apps. Projects relying on these classes are encouraged to review related usage and plan for migration. Please note that <bdi lang="zxx" dir="ltr"><code><nowiki>floatleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>floatright</nowiki></code></bdi> may also be deprecated in future, although there are currently no plans to do so. [[phab:T426452|Read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.4|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:52, 25 May 2026 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30584502 --> == Tech News: 2026-23 == <section begin="technews-2026-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/23|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is conducting an experiment to show the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|reading lists]] feature, which is still in development, to logged-out mobile readers to test whether it encourages account creation at a higher rate compared to the watchstar button. The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists#Experiment timeline|experiment]] was launched on May 18th on German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu wikis, and it will run for a month. * The Wikimedia Apps team released [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh/Phase 1|Phase 1]] of the redesigned Home Feed to the Android Beta app. The new Home Feed includes a refreshed "Community" tab and a personalized "For You" tab featuring daily updated reading recommendations. The redesign is part of a broader effort to improve content discovery and create more engaging learning experiences in the Wikipedia apps. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where images could fail to load for some suggested edits on [[w:Special:Homepage|Special:Homepage]], leaving the thumbnail stuck in a loading state, has now been fixed. [https://phabricator.wikimedia.org/T424048] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.5|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:08, 1 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30613639 --> == Tech News: 2026-24 == <section begin="technews-2026-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/24|Translations]] are available. '''Weekly highlight''' * Wikimedia Enterprise has increased the free usage limits for its API offerings. The monthly request limit for the On-demand API has increased from 5,000 to 50,000 requests, while the Snapshot API limit has increased from 15 to 30 requests per month. In addition, Structured Contents snapshots are now available for free accounts. These changes expand access to Wikimedia Enterprise data for developers, researchers, and organizations using Wikimedia content. [https://enterprise.wikimedia.com/blog/enhanced-free-api] '''Updates for editors''' * The [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Explore Feed Refresh/Phase 1|refreshed Explore Feed]], now called the Home Feed, is rolling out to 50% of users of the Wikipedia Android app. The Home Feed helps readers discover relevant content through two new tabs: ''Community'' and ''For You''. The Community tab provides a scrollable feed of curated content and updates from the broader Wikimedia community and movement, while the ''For You'' tab offers a full-screen, swipeable experience that shows content tailored to a user's interests. The redesign is part of a broader effort to improve discovery and enhance the learning experience in the Wikipedia app. * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/"Which came first?" Game|Which came first?]] daily trivia game is now available in the beta version of the Wikipedia iOS app in English, German, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish. The game uses historical events from Wikipedia's "On This Day" content and challenges readers to guess which of two events happened first. The game was previously released on Android. Communities interested in making the game available in their languages can [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Games#Game availability by language|read the instructions and requirements]]. * [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new MediaWiki feature that allows editors to reuse references with different details, will begin rolling out to Wikimedia wikis following a successful pilot phase. Deployment will start on 8 June for most [[wikitech:Deployments/Train#Wednesday|Group 1 wikis]] and French Wikipedia, with additional Wikipedia language editions receiving the feature over the coming months. Communities are encouraged to prepare by checking for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-cite&language=en&action_source=search&filter=%21translated&optional=1&action=translate untranslated Cite extension messages] in their language and reviewing any use of [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]], which may require [[:phab:T416304#11668731|updates]] to support the new functionality. Wikis using [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] do not need to take any action. Communities may also wish to create the ''cite-tracking-category-ref-details'' [[Special:TrackingCategories|tracking category]] as a hidden category using <code><nowiki>__HIDDENCAT__</nowiki></code> (or a dedicated template), and connect it to the corresponding Wikidata item [[d:Q129764848]]. [https://phabricator.wikimedia.org/T425662] * The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews#Experimentation|Page Previews experiment]] on mobile web has concluded. The team decided not to roll out the feature after the results showed no statistically significant impact on reader retention, as the primary success metric was retention improvement. Page Previews, which are already available on desktop and in the apps, display a thumbnail, lead paragraph, and link to the full article when readers tap a blue link. The experiment tested this experience on mobile web across six Wikipedias. * The [[mw:Special:MyLanguage/Codex/Design/Icons|user interface icon library]] will be [[phab:T399175|updated later this week or next week]]. Most of the ~300 icons have been slightly refined and ~30 new icons have been added. These changes improve the icons to make them more consistent and comprehensible, and provide more visual balance when they are used in groups. * The [[mw:Special:MyLanguage/Universal Language Selector|Universal Language Selector]] (ULS) interface in MediaWiki, which helps users select content in other languages, has been updated. The new version improves speed and accessibility, and users of Wikimedia projects can now pin languages for quicker language switching. The deployment to Wikimedia sites will happen gradually in the coming weeks. You can test it now as a beta feature by selecting [[Special:Preferences#mw-prefsection-betafeatures|beta features]] in your profile preferences and share your feedback on [[mw:Special:MyLanguage/Universal Language Selector/New ULS|the project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Pageviews Analysis dashboard on pageviews.wmcloud.org stopped updating graph data in May 2026, affecting all users, has been fixed. [https://phabricator.wikimedia.org/T427171] '''Updates for technical contributors''' * The function signature for <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink()</nowiki></code></bdi> has been simplified. Developers can now pass a configuration object instead of a list of positional parameters when creating portlet links. The previous function signature remains supported for backwards compatibility. For example, instead of: <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink('p-cactions', '#', 'Stub', 'ca-stubtag', 'Add a stub tag to this page');</nowiki></code></bdi> use <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink('p-cactions', { href: '#', text: 'Stub', id: 'ca-stubtag', tooltip: 'Add a stub tag to this page' });</nowiki></code></bdi>. Script maintainers are encouraged to review existing uses of <bdi lang="zxx" dir="ltr"><code><nowiki>addPortletLink()</nowiki></code></bdi> and update them where appropriate. This change will be available on all wikis from 11 June. Thanks to community volunteer Gerges for contributing this improvement. [https://phabricator.wikimedia.org/T427945] * '''Community Wishlist discussion''': Product & Technology [[m:Special:MyLanguage/Community Wishlist/Updates#May 20, 2026: Community Tech becomes a program|introduced changes]] meant to increase the number and complexity of wishes fulfilled, including the disbanding of the Community Tech team. They are [[m:Special:MyLanguage/Community Wishlist/Updates|engaging in discussions]] about a [[m:Talk:Community Wishlist#Proposed direction for Wishlist|proposed direction for the wishlist]] from community members. Includes ways to structure annual voting, better tracking of wishes, removing focus areas, and [[m:Special:MyLanguage/Community Wishlist/Updates|staffing updates]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.6|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:30, 8 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30650573 --> 4zz37k51ow7npvowvlydztfuflzpibk 0 251956 2814706 2638574 2026-06-08T22:20:21Z Jtneill 10242 /* External links */ Tidy 2814706 wikitext text/x-wiki {{title|Social comparison, social media, and emotion:<br>How does social comparison on social media affect emotion?}} {{MECR3|1= https://youtu.be/KFnTOuvEZgE}} __TOC__ ==Overview== Social comparison theory suggests that there is a drive within individuals to compare themselves socially. However, a question arises as to whether individuals know the impact this has on their emotions. While some researchers suggest that social comparison can have positive effects among individuals, the research evidence reviewed in this chapter indicates that there are more negative effects of social comparison on emotions than positive, and that the harms of social comparison on emotion can outweigh the suggested benefits. {{RoundBoxLeft|width=40|theme=10}} {{center|<big>'''Focus questions'''</big>}} {{center|}} * What is social comparison? Why, how and where do people engage in social comparisons? * What are emotions? * What are the effects of upward and downward social comparisons, specifically on online social networking sites (OSNSs), on emotions? * What are the implications of these comparisons for psychological well-being and psychological disorders? {{RoundBoxRight|Width=50|theme=13}} {{center|<big>'''Learning objectives'''</big>}} {{Center|}} * Acquire knowledge of social comparison and emotions * Discover the effects of OSNSs' social comparisons on emotions * Understand the implications for psychological well-being and psychological disorders * Gain awareness and reflect on own experiences {{LeftRightBoxClose}} {{robelbox|theme=10|title= Questions to consider and self-reflect}} <div style="{{Robelbox/pad}}"> * Have you ever compared yourself or others? * Do you use social media? If so, have you ever compared yourself and/or others to what you see on OSNSs such as Facebook and Instagram)? * Have you changed your attitudes and/or other aspects of yourself as a result of social comparisons? </div> {{Robelbox/close}} ==Social comparison theory== [[File:Deux wikimédiens se mesurant l'un à l'autre.jpg|thumb|419x419px|''Figure 1.'' Evaluating height by using social comparison theory|alt=|left]] [[wikipedia:social comparison|Social comparison theory]] was initially proposed in 1989 by [[wikipedia: Leon Festinger|Leon Festinger]], an American social psychologist best known for his contributions to social comparison theory and the concept of [[wikipedia: cognitive dissonance|cognitive dissonance]]. This theory can be defined as the process of thinking and comparing information about one or more people concerning the self (Gerber & Wheeler, 2018). Social comparison theory was constructed by [[wikipedia: social comparison theory|nine hypotheses]] and can be best understood by two main premises: 1) Humans have an innate drive to constantly evaluate themselves in terms of opinions, abilities, and possessions, among other aspects. This evaluation constructs people’s way of thinking and self-concept, and defines and influences how they behave in their everyday lives. 2) To achieve self-evaluation, humans will seek to compare themselves to other people in different contexts, such as workplaces, and social and educational settings (Halliwell & Dittmar, 2005). For example, a person can evaluate his or her dancing ability by comparing himself or herself with someone who has excellent movements. Appraisal of his or her dancing ability will be based on how similar he or she is to who is considered the best dancer. Physical appearance can be another example of this premise, in which people can define themselves as short or tall comparing their own and others’ height (see Figure 1). == Motives underlying social comparison == [[File:Blonde woman looking at a small miror.jpg|thumb|356x356px|''Figure 2.'' People tend to evaluate themselves before and/or after social comparisons, often influenced by a self-enhancement goal.]] Along with the initial framework of the theory, the motivations that underlie the social comparisons people make or engage in are important to consider. Research has suggested that while people have different reasons or motivations to compare (Gerber et al., 2018), including components of attributions and validation, and the avoidance of closure, a consensus has been found in two main motives: [[wikipedia: self-evaluation motives|self-evaluation]] and [[wikipedia: self-enhancement|self-enhancement]]. ===Self-evaluation === As it is suggested in the first premise of social comparison theory, people usually tend to self-evaluate. Self-evaluation is not only considered the function and the process of engaging in comparisons with others, but also an important aspect of peoples’{{gr}} personal and social identity (Halliwell et al., 2005). Considering the importance of identity, self-evaluation has been considered a cardinal self-motive composed of self-assessment and self-verification, which are relevant to the development, maintenance and mediation of self-views (Scholer, Ozaki, & Higgins, 2014). The self-assessment motive proposes that people seek to have an accurate and objective evaluation of the self, reduce the uncertainty of self-capacities and seek feedback to form or modify self-conceptions. Similarly, self-verification suggests that people have the desire to verify the conceptions they have about themselves and maintain consistency. To achieve these goals, individuals tend to engage in different social comparisons, usually choosing targets similar to themselves, with the motivation of achieving accuracy in their self-evaluations (Halliwell et al., 2005). ===Self-enhancement === Self-enhancement motive suggests that when people engage in comparisons, they are often influenced by a self-enhancement goal of perceiving themselves more positively, while enhancing their feelings of self-worth as a result of the comparison (Cramer, Song, & Drent, 2016). Figure 2 is an example of self-evaluation with, as expressed in the face of the lady, a self-enhancement goal of feeling happy and satisfied. Self-enhancement motive also explains how a person decides to engage or avoid comparisons, to improve their self-esteem, identity and perception (Brown, Kobayashi, & Brown, 2003). In contrast to self-evaluation motives, people engaging in social comparisons with the goal of self-enhancement tend to compare themselves with those they perceive as less fortunate to feel better about themselves (Cramer et al., 2016). ==Types of social comparison== The process of social comparison involves knowing oneself by evaluating appearance, attitudes, beliefs and behaviour in comparison with others (Gerber et al., 2018). There are two kinds of social comparisons people can engage in: [[w:social comparison theory#upward%20social%20comparison|upward social comparison]] and [[w:social comparison theory#Downward%20social%20comparison|downward social comparison]]. === Upward social comparison === Upward social comparison describes the process of people comparing themselves with those who they believe are better (Caricati & Caricati, 2012). Upward comparisons are mainly influenced by the motivation to self-evaluate and to then achieve self-enhancement (Tiggemann & Polivy, 2010). Researchers suggest that, in upward social comparisons, people have the desire to be superior, and make comparisons highlighting the similarities they have to the comparison group (Tiggeman et al., 2010). They also suggested that upward social comparisons provide opportunities for inspiration, motivation and improvement, as there is a desire to obtain or achieve the properties that the comparison model has achieved. Research suggests that engaging in upward social comparisons is generally useful for people with high self-esteem to improve low mood and to gain motivation (Caricati et al., 2010). In contrast, Yip and Kelly (2013), suggested that upward social comparison can decrease self-esteem and happiness, as individuals feel unable to achieve the perfect and successful life they usually compare to. This controversy suggests that the outcomes of comparisons, whether they are positive or negative, depend on the type of comparison, how a person feels after the comparison and some other individual characteristics, such as personality. {{robelbox|theme=9|title= Case study: Paul's upward social comparison in social media}} <div style="{{Robelbox/pad}}"> Paul wanted to start a healthy lifestyle as he felt overweight. Searching posts with the hashtag #loosingweight on Instagram, Paul found a personal trainer who shares exercise tips and fitness progress pictures. Paul has tried this new lifestyle for a week, and he is now comparing his performance and physical appearance to the personal trainer’s past and current posts. (Would this trigger Paul’s envy, shame, or inspiration?) </div> {{Robelbox/close}} === Downward social comparison === According to Caricati et al. (2012), downward social comparison is considered a defensive tendency as a result of self-evaluation motives. They suggested that these comparisons take place when people compare themselves favourably to others who are worse off than themselves, to feel better and to create a positive self-image. Unlike upward social comparison, similarities between individuals, comparison models, and groups are disassociated in downward comparisons (Tiggemann et al., 2010). Research suggests that engaging with downward social comparison can be useful for individuals who had a threat to self-esteem so they can improve their mood and self-concept (Caricati et al., 2012). While there are more positive outcomes of downward than upward comparisons, controversy also exists regarding the outcomes of downward comparisons, as these can also result in negative emotions and deteriorated affect display (Lockwood, 2002). {{robelbox|theme=9|title= Case study: Paul's downward social comparison in social media}} <div style="{{Robelbox/pad}}"> Using the same hashtag in his Instagram search, he found people who are experiencing obesity. Paul then compared his weight with the photos and posts he encountered and felt better about his overall progress and appearance. (Would this trigger Paul’s pride and joy?) </div> {{Robelbox/close}} == Quiz == {{Robelbox|theme=6|title= Quick questions!|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> { The statement ‘at least I did not make a mistake in front of everyone like that boy’ relates to: } - Upward social comparison + Downward social comparison {The statement ‘she is so much happier and more successful than me’ relates to: } - Downward social comparison + Upward social comparison </quiz> </div> {{Robelbox-close}} ==Emotions== [[File:Emojis.png|left|thumb|371x371px|''Figure 3''. Emojis used in social media platforms to express emotions]] There are many definitions of emotions in the literature on this topic. This book chapter, however, will adopt the definition suggested by Revee (2018): ‘’Emotions are short-lived, feeling-purposive-expressive bodily responses that help us adapt to the opportunities and challenges we face during important life events’’ (p. 288). Emotions are composed of feelings, bodily arousal, sense of purpose, and expressive behaviour, among other factors (Revee, 2018). There are different theoretical perspectives to explain the nature, the aspects, and the processes of emotions. However, as this book chapter focuses on social comparison, social media, and emotions, the social aspects and functions of emotions, and the different social influences which impact emotions are important to consider. While researchers adopting a cognitive perspective have highlighted the importance of other people as rich sources for the development of emotions (Revee, 2018), research suggests that people and events themselves do not cause emotions. Instead, the cognitive appraisal of how the event impacts life experience and well-being is what elicits an emotional reaction (Revee{{sp}}, 2018). Appraisal of an event, situation or, in this case, the comparisons people engage in, impact emotions. For example, evaluating the personal significance of the comparison, whether it is an upward or downward comparison, can cause pleasant and/or unpleasant emotions{{fact}}. While the biological perspective is important to understand the causes of emotions, in terms of the activation of neural circuits and other aspects, the literature on social comparison mainly addresses this phenomenon from the cognitive perspective. The literature on this topic and the different theoretical perspectives of emotions, especially the cognition-biology debate raise an important question: how many emotions are there? While the biological perspective emphasises eight basic emotions, including sadness, joy and anger; the cognitive perspective acknowledges the importance of basic, complex, and secondary emotions while stressing that these emotional experiences arise from individual, social, and cultural experiences (Revee{{sp}}, 2018). These perspectives do not provide a consensus on the question about the number of emotions that exist. They instead suggest that the answer to this question depends on whether the emphasis is given in favour of the biological or the cognitive perspective. ==Social media's influence on social comparison== [[File:Social media icon.png|thumb|''Figure 4.'' Most common online social networking sites on social media |alt=|294x294px]] Where are we more vulnerable to engage in social comparisons, or to be socially compared? Research evidence has indicated that social comparisons can be made in different life contexts. This includes social comparisons in educational contexts (Nazmiye, 2018), and in the workplace (Halliwell, 2005). Recent research has shown that apart from these social comparisons, which are important and relevant to consider, [[wikipedia: social media|social media]] plays a significant role in social comparisons and in the impact that these could have on peoples’{{gr}} emotions. Researchers have suggested that OSNSs, such as Facebook, Instagram, and other platforms (see Figure 4), magnify the impact of social comparison among the emotions of users (Chae, 2018). As users are exposed to different profiles and photos, they tend to compare their own social media platform in terms of likes and followers (Charoensukmongkol, 2018). Even more alarming, users tend to compare their own lives in terms of failures, successes, possessions or even physical characteristics, which are critical for the development of their identity, emotions and psychological well-being (Nazmiye, 2018). ==Upward social comparison's effect on emotions== Research evidence suggests that the upward social comparisons people make in social media have a negative effect mainly on two emotions: [[wikipedia: envy|envy]] and [[wikipedia: shame|shame]]. ===Envy=== Focusing on the upward social comparisons people make in OSNSs, research indicates that envy is one of the most common negative emotions triggered by these comparisons (Chou & Edge, 2012). According to Lazarus (as cited in Nabi & Keblusek, 2014, p. 22), envy is an emotion characterised by wanting what another has or wanting to be who another is, and its action tendency is to seek and possess. Within the research on social comparison and social media's effects on emotion, the emphasis has been given to the upward social comparisons individuals make, both males and females, in terms of body-image, possessions and lifestyles. There is evidence that suggests that the comparisons individuals make to idealised media models are directly linked to body dissatisfaction, along with increased envy and the desire to achieve impossible body-image standards (Nabi et al., 2014). Contradictory research has proposed that social comparisons in social media can produce benign envy, which can inspire individuals to achieve goals, possessions or the appearance of a role model or influencer (Nabi et al., 2014). Recent research has, however, evaluated this finding and suggested that this is not the case in peer-dominated OSNSs such as Facebook, which lacks authentic role models that fake perfect life-styles (Migley as cited in Lim & Yang, 2015, p. 7). While various research studies are looking at the effects of social comparison on envy, there are three research findings that are important to analyse for a further understanding and explanation of the effects: {| class="wikitable" |+ !Researcher !Findings |- |(Appel, Crusius & Gerlach, 2015) |OSNSs such as Facebook allow easy [https://study.com/academy/lesson/impression-management-in-sociology-theory-definition-examples.html impression management] and provide high comparison standards. Upward social comparisons on Facebook, in terms of attractive profiles, made envy, inferiority, and low self-esteem more likely among individuals. Depression was also a factor in this association, suggesting that depressed participants were more envious, especially after seeing an attractive and persuasive profile. |- |(Chae, 2018) |Social media's usage, exposure to influencers’ social media platforms, and interest in specific content on social media were associated with the frequency of social comparison of one’s life with that of influencers, which predicted envy among 246 female users. |- |(Charoensukmongkol, 2018) |There was a positive relationship between social media use, social comparison, and envy in teenagers. 144 teenagers who rated themselves higher on social media use (Facebook and Instagram) tended to report social comparison and peer-competition with their friends, and a higher degree of envy. Family factors were also analysed in the study, suggesting that for teenagers whose parents like to compare their children, the positive linkage between social media, intensity, and envy were higher. |- |(Meier & Schafer, 2018) |Upward social comparisons and envy on OSNSs, especially Instagram, were strongly related. 385 Instagram users revealed that social comparison were, however, related to inspiration, and that this relationship was fully mediated by benign envy. |- |(Krasnova, 2013) |Upward social comparisons made on Facebook, especially related to vacation posts and leisure pictures, evoked envy among 106 social media users. |} ===Shame=== Shame is a self-conscious emotion that requires a cognitive process and a notion of the self (Gray & Wegner, 2010). This emotion is based on self-evaluation, and when a social standard is compared with self-concept, shame is triggered by assuming self-responsibility for not meeting the standards (Lim et al., 2005). According to Scheff (as cited in Liam & Yam, 2015, p.14), shame is created from the desire to observe oneself through the eyes of others. This is related to social media as, when people share or modify their profiles, they often do so by questioning what others would think of them. While shame has been considered a positive emotion to motivate prosocial and goal-seeking behaviour (Liam et al., 2015), there have not been research studies suggesting a positive association between shame and upward or downward comparisons on social media. Specific research examples explaining the effect of social comparisons in OSNSs on emotions include: {| class="wikitable" |+ !Researcher !Findings |- |(Deighton-Smith & Bell, 2017) |Individuals felt ashamed when they compared their physical appearance to 'more attractive' users on Instagram, a social media platform where photos and posts are often edited. |- |(Goodman, 2014) |Self-evaluation and self-comparison through OSNSs made young individuals experience feelings of shame, guilt, worthlessness and a desire to hide or regress. |- |(Lim & Yang, 2015) |Results suggested that social comparison to media figures correlated with shame among 446 university students. Shame was significantly related to burnout as a psychological response. Negative upward comparisons in OSNSs led to a poor self-impression, thereby affecting helplessness and burnout responses among users. The given social roles in social media might be excessive, and it is the failure to fulfil those roles which could impact and increase shame. |} ==Downward comparisons' effect on emotions== In contrast to upward social comparisons, there is not much research evidence concerning the effects of downward social comparisons on emotions. However, the effects found in the literature indicate a positive effect of OSNSs' downward comparisons on two emotions: [[wikipedia: pride|pride]] and [[wikipedia: joy|joy]]. ===Pride and Joy=== Pride and joy are considered positive emotions in reaction to a positive outcome (Kornilaki & Chlouverakis, 2004). Research has suggested that downward social comparisons on social media can trigger joy and pride, as individuals compare themselves with those who are less successful, attractive or who are worse off (Utz & Muscanell, 2018). Research also suggests that when users share personal achievements, personal and physical attributes throughout OSNSs, such as Facebook and Instagram, and compare themselves to those less successful, they tend to experience pride and joy (Utz et al., 2018). Furthermore, Webser et al. (2003) suggests that pride and joy were higher when praise was given through positive comments and likes in OSNSs such as Facebook and Instagram. However, recent research has suggested that while it is important to recognise the positive outcomes of downward social comparisons in terms of pride and joy, these emotions are only triggered when public and explicit social comparison information is provided and shared through platforms (Utz et al., 2018). This contradictory evidence suggests that while social comparisons in social media are mainly prejudicial for users, positive outcomes can emerge from downward social comparisons. This depends on individual characteristics such as personality, individuals’ use of social media, whether they share or not their achievements, and how each individual processes the information they are exposed to on OSNSs. ==Implications for psychological disorders and well-being== Emotions are an important aspect of psychological well-being (Park & Baek, 2018). Most of the aforementioned studies in this chapter suggested that the effects of social comparisons on emotions impact individuals’ well-being. For example, researchers such as Appel et al. (2015) indicated that social comparison in social media cannot only affect envy, but also increase the likelihood of developing psychological disorders such as [[wikipedia: depression (mood)|depression]] and [[wikipedia: anxiety disorders|anxiety disorders]]. Utz et al. (2018) also addressed this association and suggested that envy and shame, in relation to social comparisons of body standards and life-styles, can make individuals experience extreme exercise routines, and increase the likelihood of developing eating disorders such as [[wikipedia: anorexia nervosa|anorexia nervosa]] and [[wikipedia: bulimia nervosa|bulimia nervosa]]. This finding can outweigh the benefits proposed by Lim et al. (2015), who indicated that the upward comparisons people make, throughout the exposure to influencers' posts and messages, can inspire and motivate individuals. While it is valid to consider that some individuals might experience inspiring outcomes, it is important to address and be aware of the vulnerability that they could have of developing anxiety or other disorders due to body-image concerns. == Relevant video == {{Robelbox|theme={{{theme|11}}}|title=Video break}} An interesting, informative and interactive video about social comparisons on social media - What are the effects of these comparisons and the strategies to reduce them? Click here: [https://www.youtube.com/watch?v=IPThNmxF7JY access video] {{Robelbox/close}} ==Conclusion== Social comparison theory suggests that individuals tend to constantly compare themselves socially. These comparisons are mainly influenced by two motives: self-evaluation and self-enhancement. While there are different contexts in which these comparisons can be made, social media has recently been where individuals most engage in comparisons. The literature presents conflicting conclusions about upward and downward social comparisons, and their positive and/or negative effects on emotions. Overall, research suggests that this is not a black-and-white topic. However, most of the research evidence in the literature of this topic highlights the negative effect of social comparison, especially on OSNSs, on emotions. When it comes to social comparisons on OSNSs, the focus has mainly been on envy and shame. These emotions are triggered by upward comparisons influenced by likes, comments, and/or successful posts influencers have on OSNSs, or the information and achievements they share. As mentioned in the research, negative emotions arise by the influence of social comparison on social media. This includes the influence of not meeting or obtaining impossible body standards, possessions, and achievements of social media influencers. Contradictory research suggests, however, that downward comparisons on social media can increase pride and joy when users share achievements and compare themselves to less successful users. The question to be addressed in further research is: what if people do not share achievements? Do they still feel proud and happy?. Contradictory evidence also suggests that the effects of social comparison on emotions depend on social media usage, the comparison orientation and information, the comparison source, and other individual differences. This is an important aspect that also deserves further exploration, as the effects of social comparisons on emotions can be dependent on one or more of the aforementioned individual and/or OSNSs aspects. Emotions play a critical role in psychological disorders and, therefore, have a significant impact on individuals' psychological well-being. While psychological disorders were not a primary focus in this book chapter, the implications of these comparisons upon depression, anxiety, and/or eating disorders, such as bulimia nervosa and anorexia nervosa, are important to further consider. {| cellpadding="10" cellspacing="5" style="top: center; width: 40%; background-color: LightSkyBlue; margin-left: auto; margin-right: auto" | style="width: 30%; background-color: AliceBlue; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" |{{center top}} '''Take home message''' ''It’s crucial to mindfully observe the comparisons we formulate in our heads and remember that every one of us is unique in our personalities, strengths, weaknesses, and abilities. In this way, it’s impossible to accurately compare ourselves to others'' - [https://positivepsychology.com/social-comparison/ Justine Curwen] {{center bottom}} |} ==See also== * [[Motivation_and_emotion/Book/2019/Body_image_and_emotional_well-being|Body image and emotional well-being]] (Book chapter, 2019) * [[Motivation_and_emotion/Book/2014/Social_comparison_and_motivation|Social comparison and motivation]] (Book chapter, 2014) * [[Motivation_and_emotion/Book/2011/Social_needs|Social needs: how do basic social needs enhance well-being?]] (Book chapter, 2011) ==References== {{Hanging indent|1= Appel, H., Crusius, J., & Gerlach, A. (2015). Social comparison, envy, and depression on facebook: A study looking at the effects of high comparison standards on depressed individuals. ''Journal of Social and Clinical Psychology'', ''34''(4), 277–289. https://doi.org/10.1521/jscp.2015.34.4.277 Brown, J., Kobayashi, C., & Brown, J. (2003). Motivation and manifestation: Cross-cultural expression of the self-enhancement motive. ''Asian Journal of Social Psychology'', ''6''(1), 85–88. https://doi.org/10.1111/1467-839X.t01-1-00012 Caricati, L., & Caricati, L. (2012). Upward and downward comparison in the intermediate-status group: the role of social stratification stability. ''The British Journal of Social Psychology'', ''51''(2), 374–384. https://doi.org/10.1111/j.2044-8309.2011.02054.x Chae, J. (2018). Explaining females’ envy toward social media influencers. ''Media Psychology'', ''21''(2), 246–262. https://doi.org/10.1080/15213269.2017.1328312 Charoensukmongkol, P. (2018). The impact of social media on social comparison and envy in teenagers: The moderating role of the parent comparing children and in-group competition among friends. ''Journal of Child and Family Studies'', ''27''(1), 69–79. https://doi.org/10.1007/s10826-017-0872-8 Chou, H., Edge, N., & Chou, H. (2012). “They are happier and having better lives than I am”: the impact of using Facebook on perceptions of others’ lives. ''Cyberpsychology, Behavior and Social Networking'', ''15''(2), 117–121. https://doi.org/10.1089/cyber.2011.0324 Cramer, E., Song, H., & Drent, A. (2016). Social comparison on Facebook: Motivation, affective consequences, self-esteem, and Facebook fatigue. ''Computers in Human Behavior'', ''64'', 739–746. https://doi.org/10.1016/j.chb.2016.07.049 Gerber, J., Wheeler, L., & Suls, J. (2018). A social comparison theory meta-analysis 60+ years on. ''Psychological Bulletin'', ''144''(2), 177–197. https://doi.org/10.1037/bul0000127 Goodman, M. (2014). Shame, angry judges, and the social media effect. Catholic ''University Law Review'', ''63''(3), 589–623. https://doi.org/10.1013/bul000167 Gray, K., & Wegner, D. (2010). Torture and judgments of guilt. ''Journal of Experimental Social Psychology'', ''46''(1), 233–235. https://doi.org/10.1016/j.jesp.2009.10.003 Halliwell, E., & Dittmar, H. (2005). The role of self-improvement and self-evaluation motives in social comparisons with idealised female bodies in the media. ''Body Image'', ''2''(3), 249–261. https://doi.org/10.1016/j.bodyim.2005.05.001 Lim, M., & Yang, Y. (2015). Effects of users’ envy and shame on social comparison that occurs on social network services. ''Computers in Human Behavior'', ''51''(2), 300–311. https://doi.org/10.1016/j.chb.2015.05.013 Lockwood, P. (2002). Could it happen to you? Predicting the impact of downward comparisons on the self. ''Journal of Personality and Social Psychology'', ''82''(3), 343–358. https://doi.org/10.1037/0022-3514.82.3.343 Meier, A., Schäfer, S., & Meier, A. (2018). Positive side of social comparison on social network sites: How envy can drive inspiration on instagram. ''Cyberpsychology, Behavior and Social Networking'', ''21''(7), 411–417. https://doi.org/10.1089/cyber.2017.0708 Nabi, R., & Keblusek, L. (2014). Inspired by hope, motivated by envy: Comparing the effects of discrete emotions in the process of social comparison to media figures. ''Media Psychology'', ''17''(2), 208–234. https://doi.org/10.1080/15213269.2013.878663 Park, S., & Baek, Y. (2018). Two faces of social comparison on Facebook: The interplay between social comparison orientation, emotions, and psychological well-being. ''Computers in Human Behavior'', ''79''(2), 83–93. https://doi.org/10.1016/j.chb.2017.10.028 Reeve, J. (2018). Understanding motivation and emotion (Seventh edition.). Hoboken, NJ: John Wiley & Sons, Inc. Scholer, A., Ozaki, Y., & Higgins, E. (2014). Inflating and deflating the self: Sustaining motivational concerns through self-evaluation. ''Journal of Experimental Social Psychology'', ''51''(2). http://search.proquest.com/docview/1494851815/ Tiggemann, M., & Polivy, J. (2010). Upward and downward: Social comparison processing of thin idealized media images. ''Psychology of Women Quarterly'', ''34''(3), 356–364. https://doi.org/10.1111/j.1471-6402.2010.01581.x Yip, J., & Kelly, A. (2013). Upward and downward social comparisons can decrease prosocial behavior. ''Journal of Applied Social Psychology'', ''43''(3), 591–602. https://doi.org/10.1111/j.1559-1816.2013.01039.x}} ==External links== * [https://youtu.be/OIl2Hd6fNd0 The impact of Facebook on social comparison and happiness] (Video posted on Youtube, 2018) * [https://www.youtube.com/watch?v=Ybmcl6Th9Sg Stop comparing! Be the best YOU!] (Ted Talk posted on Youtube, 2017) * [https://www.youtube.com/watch?v=Wm3D1L2V9do The culture of comparison ] (Ted Talk posted on Youtube, 2015) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Social comparison]] [[Category:Motivation and emotion/Book/Social media]] [[Category:Motivation and emotion/Book/Social psychology]] das0rtby7n0k5eu24qo4p3mdhtwc994 0 264046 2814612 2594187 2026-06-08T15:11:31Z Scogdill 1331941 2814612 wikitext text/x-wiki == Also Known As == *Family name: Duncombe *Duncombe is also the family name of the [[Social Victorians/People/Feversham | Earl of Feversham]] and [[Social Victorians/People/Helmsley|Viscount Helmsley]]. == Acquaintances, Friends and Enemies == == Timeline == '''1876 December 5''', Alfred Charles Duncombe and Lady Florence Montagu married.<ref name=":1">"Lady Anne Florence Adelaide Montagu." {{Cite web|url=https://www.thepeerage.com/p6893.htm#i68923|title=Person Page|website=www.thepeerage.com|access-date=2020-11-25}}</ref> '''1897 July 2, Friday''', Lady Florence Duncombe and Mr. Alfred Duncombe attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House, as did Lady Alicia Duncombe. == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == [[File:Lady-Anne-Florence-Adelaide-Duncombe-ne-Montagu-as-a-Lady-of-the-Court-of-Marie-Stuart.jpg|thumb|alt=Black-and-white photograph of a seated woman richly dressed in an historical costume|Lady Florence Duncombe as a Lady of the Court of Marie Stuart. ©National Portrait Gallery, London.]] Lady Florence Duncombe (at 456) and Alfred Duncombe (at 454) — called Mr. and Lady F. Duncombe — attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]]. Lady Florence Duncombe went, according to the ''Gentlewoman'', as an "Elizabethan Court lady," wearing "black silk velvet, white quilted satin studded with pearls."<ref>“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 34, Col. 1c}} Elliott & Fry's portrait of "Lady Anne Florence Adelaide Duncombe (née Montagu) as a Lady of the Court of Marie Stuart" in costume is photogravure #258 in the album presented to the Duchess of Devonshire and now in the National Portrait Gallery.<ref>"Devonshire House Fancy Dress Ball (1897): photogravures by Walker & Boutall after various photographers." 1899. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait-list.php?set=515.</ref> The printing on the portrait says, "Lady Florence Duncombe as a Lady of the Court of Marie Stuart."<ref>"Lady Florence Duncombe as a Lady of the Court of Marie Stuart." ''Diamond Jubilee Fancy Dress Ball''. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait/mw158621/Lady-Anne-Florence-Adelaide-Duncombe-ne-Montagu-as-a-Lady-of-the-Court-of-Marie-Stuart.</ref> This portrait was not taken at the ball or in a photographer's studio using sets and props. It looks like it was taken in someone's home. === Alicia Duncombe === Lady Alicia Duncombe (at 453) came dressed as a Greek Slave and walked in the "Oriental" procession.<ref name=":3">"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref><ref name=":4">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref> == Demographics == *Nationality: British === Residences === *Calwich Abbey<ref name=":0">"Alfred Charles Duncombe." {{Cite web|url=https://www.thepeerage.com/p6893.htm#i68922|title=Person Page|website=www.thepeerage.com|access-date=2020-11-25}}</ref> == Family == *Alfred Charles Duncombe (5 June 1843 – 22 February 1925)<ref name=":0" /> *Lady Florence (Anne Florence Adelaide) Montagu ( – 16 January 1940)<ref name=":1" /> === Relations === *Lady Anne Duncombe's father was John William Montagu, [[Social Victorians/People/Sandwich|7th Earl of Sandwich]].<ref name=":1" /> *Her mother was [[Social Victorians/People/Paget Family|Lady Mary Paget]].<ref name=":1" /> === Other Duncombes === * Lady Alicia Duncombe (at 453) == Questions and Notes == #Mystery: Alicia Duncombe is still unaccounted for, might belong on the [[Social Victorians/People/Feversham |Feversham page]] or the [[Social Victorians/People/Helmsley|Helmsley page]]. Or perhaps the two newspapers made the same mistake and have the wrong name? == Footnotes == {{reflist}} hly5zudjfgi0dzfqb3c5g40kcd3yj1w 2814710 2814612 2026-06-08T22:33:48Z Scogdill 1331941 2814710 wikitext text/x-wiki == Also Known As == *Family name: Duncombe *Duncombe is also the family name of the [[Social Victorians/People/Feversham | Earl of Feversham]] and [[Social Victorians/People/Helmsley|Viscount Helmsley]]. == Acquaintances, Friends and Enemies == == Timeline == '''1876 December 5''', Alfred Charles Duncombe and Lady Florence Montagu married.<ref name=":1">"Lady Anne Florence Adelaide Montagu." {{Cite web|url=https://www.thepeerage.com/p6893.htm#i68923|title=Person Page|website=www.thepeerage.com|access-date=2020-11-25}}</ref> '''1897 July 2, Friday''', Lady Florence Duncombe and Mr. Alfred Duncombe attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House, as did Lady Alicia Duncombe. == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == [[File:Lady-Anne-Florence-Adelaide-Duncombe-ne-Montagu-as-a-Lady-of-the-Court-of-Marie-Stuart.jpg|thumb|alt=Black-and-white photograph of a seated woman richly dressed in an historical costume|Lady Florence Duncombe as a Lady of the Court of Marie Stuart. ©National Portrait Gallery, London.]] Lady Florence Duncombe (at 456) and Alfred Duncombe (at 454) — called Mr. and Lady F. Duncombe — attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]]. Lady Florence Duncombe went, according to the ''Gentlewoman'', as an "Elizabethan Court lady," wearing "black silk velvet, white quilted satin studded with pearls."<ref>“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 34, Col. 1c}} Elliott & Fry's portrait of "Lady Anne Florence Adelaide Duncombe (née Montagu) as a Lady of the Court of Marie Stuart" in costume is photogravure #258 in the album presented to the Duchess of Devonshire and now in the National Portrait Gallery.<ref>"Devonshire House Fancy Dress Ball (1897): photogravures by Walker & Boutall after various photographers." 1899. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait-list.php?set=515.</ref> The printing on the portrait says, "Lady Florence Duncombe as a Lady of the Court of Marie Stuart."<ref>"Lady Florence Duncombe as a Lady of the Court of Marie Stuart." ''Diamond Jubilee Fancy Dress Ball''. National Portrait Gallery https://www.npg.org.uk/collections/search/portrait/mw158621/Lady-Anne-Florence-Adelaide-Duncombe-ne-Montagu-as-a-Lady-of-the-Court-of-Marie-Stuart.</ref> This portrait was not taken at the ball or in a photographer's studio using sets and props. It looks like it was taken in someone's home. === Alicia Duncombe === Lady Alicia Duncombe (at 453) came dressed as a Greek Slave and walked in the "Oriental" procession.<ref name=":3">"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref><ref name=":4">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref> == Demographics == *Nationality: British === Residences === *Calwich Abbey<ref name=":0">"Alfred Charles Duncombe." {{Cite web|url=https://www.thepeerage.com/p6893.htm#i68922|title=Person Page|website=www.thepeerage.com|access-date=2020-11-25}}</ref> == Family == *Alfred Charles Duncombe (5 June 1843 – 22 February 1925)<ref name=":0" /> *Lady Florence (Anne Florence Adelaide) Montagu ( – 16 January 1940)<ref name=":1" /> === Relations === *Lady Anne Duncombe's father was John William Montagu, [[Social Victorians/People/Sandwich|7th Earl of Sandwich]].<ref name=":1" /> *Her mother was [[Social Victorians/People/Paget Family|Lady Mary Paget]].<ref name=":1" /> === Other Duncombes === ==== Lady Alicia Duncombe ==== Besides being mentioned twice in connection with the ball, Lady Alicia Duncombe is mentioned only once in the newspapers in the 1890s–1900s. The report does not seem to be correct: Lady Helen Vincent and Lady Cynthia Graham had a sister named Ulrica, but not one named Alicia:<blockquote>The Earl and Countess of Feversham are at Duncombe Park, Helmsley, Yorkshire, where they will have house parties throughout the month for shooting. The Duke of Cambridge is to pay them a visit: was expected there indeed this week. Lord and Lady Feversham are the parents of that family of beautiful daughters of whom the late Duchess of Leinster was the eldest. The others are Lady Helen Vincent, Lady Cynthia Graham, and Lady Alicia Duncombe. Of their three sons one alone survives, Major the Hon. Hubert Duncombe, D.S.O. Their eldest son married and left a son, the present Viscount Helmsley. Duncombe Park has twice been burnt down. On the last occasion of a fire there Lord Feversham’s grandson, the young Duke of Leinster, was only rescued with difficulty. His Grace was on a visit to his grandparents with his two brothers, and the children were only just got away in time. The Duke of Leinster is now in his sixteenth year, but is, unfortunately, not a robust lad.<ref>"Society Notes." ''Lady's Pictorial'' 13 September 1902, Saturday: 353 [print; 43 of 54]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0005980/19020913/124/0043.</ref></blockquote> == Questions and Notes == #Mystery: Alicia Duncombe is still unaccounted for, might belong on the [[Social Victorians/People/Feversham |Feversham page]] or the [[Social Victorians/People/Helmsley|Helmsley page]]. Or perhaps the two newspapers made the same mistake and have the wrong name? #Lady Florence Duncombe is #456 and Alfred Duncombe is #454 in the [[Social Victorians/1897 Fancy Dress Ball#List of People Who Attended|list of attendees]] at the ball. Lady Alicia Duncombe is #453, so in the ''Morning Post'', at least, she is mentioned when Lady Florence and Alfred Duncombe are mentioned. == Footnotes == {{reflist}} hzpcul73cbos98mca9vxcen6sagj7q7 4 279462 2814690 2621292 2026-06-08T21:44:48Z AUBSTRAWBS 3060598 Up to date discord logo 2814690 wikitext text/x-wiki [[File:Discord colour textlogo (2021).svg|thumb|Discord colour textlogo (2021)]] Discord is a freemium proprietary chat room program available for Windows, Mac, Linux, Android, and iOS. A Discord server contains both text and voice channels used for real-time discussions and to share other forms of media between the members of that server. Discord is similar to IRC in that it provides live chat capabilities with other users.<ref>[[Wikipedia:Wikipedia:Discord]]</ref> The Wikimedia community server is used for English discussions about Wikimedia projects in general. There are dedicated channels for Commons, Meta, Wikidata, English Wikipedia, English Wikiversity, and Simple English Wikipedia, although discussion on other Wikimedia projects also often happens. Other servers are primarily divided by language and can be used to discuss Wikimedia projects in those languages.<ref>[[meta:Discord]]</ref> '''The server can be reached through an invite link by clicking the <code>Join Server</code> button at [[Wikipedia:Wikipedia:Discord|Wikipedia:Discord]].''' == Wikiversity Discord Channel == Creating a Wikiversity specific Discord server is an interesting idea, but will it actually be useful in application? {{Archive top|Closed as successful -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 22:03, 14 December 2021 (UTC)}} === Discussion === We should use a Discord server as a touchstone for Wikiversity -- {{Unsigned|GreenTeaForPreT|11 November 2021‎}} :{{At|GreenTeaForPreT}} Please expand on this idea. For those who are unfamiliar, what advantages does Discord provide? Does it have to be monitored in real time? Does it provide notices of updates or a daily or weekly digest, etc.? How do you see Wikiversity using Discord? -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 01:14, 12 November 2021 (UTC) :Discord combines live chat features with voice/video in rooms all organized in various channels that can be sectioned off and moderated by whoever the creator of the server likes. :* There are options for automatic moderation (especially in regards to inappropriate language) :* And for more specific moderation, you can customize the permissions of your administrators through server settings (in the roles option) in order to do the occasional manual cleanup. :* In terms of notices for updates or a daily/weekly digest, I have seen people add automatic announcement widgets that are hooked up to their website of choice, that give updates on a certain topic when the page updates. (Which I feel would be useful in regards to Wikiversity news, or recent changes.) As a matter of fact if I am no mistaken, the Wikimedia server already does this. :* As for how I see Wikiversity using Discord, I have seen the platform used as an excellent place for collaborative learning, because of it's wide range of features, as a matter of fact the reason discord comes to mind so fast is because of a server called tutor together, which hosts 44,000 members last I checked, which served as a collaborative learning center mostly focused around helping your peers with your homework. And that server alone had a mainly highschool/underclassman in undergrad class focus, imagine how it could improve collaboration and communication on projects here. :Wikiversity seems to have a mostly adult majority, with a large amount of administrators teachers or professors (especially here), I feel like being able to work with peers like that would be an incredible tool to improve coursework on this website as well as introduce a new generation of younger editors to this Wikimedia sister project. [[User:GreenTeaForPreT|GreenTeaForPreT]] ([[User talk:GreenTeaForPreT|discuss]] • [[Special:Contributions/GreenTeaForPreT|contribs]]) 17:54, 12 November 2021 (UTC) {{Archive bottom}} == See Also == * [[Should we have a Wikiversity specific discord server?]] * [[Wikipedia:Discord (software)]] * [[Wikipedia:Wikipedia:Discord]] * [[Meta:Discord]] == References == {{Reflist}} [[Category:Wikiversity]] 7h40al9ufes2wm2da0ul90wor98x4oo 0 282186 2814815 2765549 2026-06-09T05:26:30Z Jtneill 10242 2814815 wikitext text/x-wiki {{Title|Chapters by year}} <div p align = "center"> {| class="wikitable" ! style="vertical-align: top;" | Year ! style="vertical-align: top;" | Motivation<br><i>n</i> ! style="vertical-align: top;" | Emotion<br><i>n</i> ! style="vertical-align: top;" | M & E<br><i>n</i> ! style="vertical-align: top;" | Total |- |[[Motivation and emotion/Book/2026|2026]] |TBA |TBA |TBA |TBA |- |[[Motivation and emotion/Book/2025|2025]] | style="text-align: right;" | 59 | style="text-align: right;" | 66 | style="text-align: right;" | 5 | style="text-align: right;" | 130 |- |[[Motivation and emotion/Book/2024|2024]] | style="text-align: right;" | 74 | style="text-align: right;" | 65 | style="text-align: right;" | 11 | style="text-align: right;" | 150 |- |[[Motivation and emotion/Book/2023|2023]] | style="text-align: right;" | 60 | style="text-align: right;" | 68 | style="text-align: right;" | 6 | style="text-align: right;" | 134 |- |[[Motivation and emotion/Book/2022|2022]] | style="text-align: right;" | 63 | style="text-align: right;" | 70 | style="text-align: right;" | 6 | style="text-align: right;" | 140 |- |[[Motivation and emotion/Book/2021|2021]] | style="text-align: right;" | 77 | style="text-align: right;" | 65 | style="text-align: right;" | 1 | style="text-align: right;" | 143 |- |[[Motivation and emotion/Book/2020|2020]] | style="text-align: right;" | 58 | style="text-align: right;" | 79 | style="text-align: right;" | 6 | style="text-align: right;" | 138 |- |[[Motivation and emotion/Book/2019|2019]] | style="text-align: right;" | 66 | style="text-align: right;" | 81 | style="text-align: right;" | 2 | style="text-align: right;" | 149 |- |[[Motivation and emotion/Book/2018|2018]] | style="text-align: right;" | 42 | style="text-align: right;" | 52 | style="text-align: right;" | 1 | style="text-align: right;" | 95 |- |[[Motivation and emotion/Book/2017|2017]] | style="text-align: right;" | 38 | style="text-align: right;" | 63 | style="text-align: right;" | 0 | style="text-align: right;" | 101 |- |[[Motivation and emotion/Book/2016|2016]] | style="text-align: right;" | 62 | style="text-align: right;" | 54 | style="text-align: right;" | 0 | style="text-align: right;" | 116 |- |[[Motivation and emotion/Book/2015|2015]] | style="text-align: right;" | 69 | style="text-align: right;" | 72 | style="text-align: right;" | 0 | style="text-align: right;" | 141 |- |[[Motivation and emotion/Book/2014|2014]] | style="text-align: right;" | 70 | style="text-align: right;" | 63 | style="text-align: right;" | 0 | style="text-align: right;" | 133 |- |[[Motivation and emotion/Book/2013|2013]] | style="text-align: right;" | 48 | style="text-align: right;" | 75 | style="text-align: right;" | 0 | style="text-align: right;" | 123 |- |[[Motivation and emotion/Book/2011|2011]] | style="text-align: right;" | 44 | style="text-align: right;" | 46 | style="text-align: right;" | 0 | style="text-align: right;" | 90 |- |[[Motivation and emotion/Textbook|2010]] | style="text-align: right;" | 42 | style="text-align: right;" | 23 | style="text-align: right;" | 0 | style="text-align: right;" | 65 |- |Total | style="text-align: right;" | 870 | style="text-align: right;" | 941 | style="text-align: right;" | 38 | style="text-align: right;" | 1850 |} </div> [[Category:Motivation and emotion/Book/Year]] hx1ues0ivs17kjgp6922q2f6i24sxm2 2 284072 2814664 2396690 2026-06-08T16:50:22Z Atcovi 276019 /* References */ clean up 2814664 wikitext text/x-wiki Islamic extremism is a term familiar to everyone in the world due to the extensive terror it has installed into common people. According to a 2014 article on BBC News, the British government defined Islamic extremism as a “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs” (Casciani, bbc.com). Although the definition states “British” values, we can assume that the values of the nation in question also apply equally to the quoted definition. Although a popular subject in regards to the safety of the commonfolk, the history, and solutions behind tackling Islamic extremism remains vague. In order to lessen the prevalence of Islamic extremist ideologies, we must welcome Muslims into diverse communities, cease military operations that put Muslims in danger, and not erroneously blame the religion of Islam. Researcher John Moore cites the creation of Israel in 1948 as the catalyst for anti-Western sentiment across the Middle East (John Moore, pbs.org). After the conclusion of WWII in 1945, a political movement amongst the Jews began to take action. This movement is known as Zionism. Zionists believed that they were entitled to a Jewish homeland in or near Jerusalem, a city considered holy by the Jews and Muslims. Zionists fled to Palestine and began to create settlements in the region, much to the opposition of the Arabs already living in Palestine. In May 1948, Israel officially declared an independent Jewish nation. In response, five Arab nations, Egypt, Jordan, Iraq, Syria, and Lebanon, invaded Israel, leading to the 1948 Arab-Israeli war. The war continued until a year later when a cease-fire agreement was observed by all parties. Israel remained an independent nation but certain regions, such as the West Bank and the Gaza Strip, were given to the Arab nations (History of Israel, history.com). Despite the 1949 Armistice Agreements, major conflicts continued to ensue following the war. With continued frustrations boiling and a mindset of “terrorism [being an] effective [way] in reaching political goals”, certain Palestinian factions resorted to terrorism (John Moore, pbs.org). One of these cases was the Munich massacre in the 1972 Summer Olympic games, where masked Palestinian terrorists took a number of Israeli Olympians hostage. The introduction of terroristic means to convey a message was not only limited to Palestine but spread to Egypt and Iran. The Egyptian Islamic Jihad group was created in the 1970s and remains active to this day, working extensively to create an Islamic state in Egypt. Post-religious revolution Iran backed the terroristic Hezbollah Shia extremist group, which has executed terrorist attacks on Israeli establishments internationally. Iran’s revolution proved to be a major catalyst in radical Islamic movements throughout the world. Soon after the Munich massacre in 1979, the last Shah (ruler) of Iran, Mohammed Reza Pahlavi, was overthrown by an anti-secular movement led by Imam Khomeini. This resulted in Iran turning into an Islamic republic whilst opposing Western policies and philosophies. Khomeini stated in a 1980 speech to the Islamic Republic of Iran that his nation was actively fighting “against the Western world — devourers led by America, Israel, and Zionism” (Khomeini, merip.org). Iran’s shocking revolution increased anti-Western sentiment and hatred for Western values, including secularism. America was seen as the center of the “western values” that Islamic extremism strictly opposed (secularism and democracy), in part due to its backing of Israel and the Pahlavi dynasty. This is proven by Khomeini’s coupling of “Shah and America” when referring to his Islamic clergy overthrowing the American-backed Pahlavi dynasty (Khomeini, merip.org). Nearby to Iran was Afghanistan, which was also dealing with an invasion by a major western power at around the same time as Iran’s revolution. In 1979, the Soviets invaded Afghanistan on the basis of Afghanistan’s government’s lack of Soviet support (following the killing of Afghani Soviet Union puppet Nur Mohammed Taraki), Afghanistan’s strategic location & fears of increased US sentiment. As a result of the war, it led to the “stimulat[ion] [of] the rise and expansion of terrorist groups” (John Moore, pbs.org). The war is said to have “war helped create the terrorist and extremist groups that are still in place today” as the anti-Soviet western governments (US, UK, China, etc.) financially supported the Mujahideen fighters (various Afghani opposition groups to Soviet rule) against the Soviet Union (McCann, inews.co.uk). Eventually, the Mujahideen fighters were able to rescue their county from Soviet rule but fell short of a massive civil war between various Afghani factions for power. In 1994, the Taliban emerged victoriously amongst the several Afghan factions and took control of the nation. The Taliban soon became the spearhead of Islamic-inspired terrorism, perpetrating the 1993 World Trade Center bombings and the 2001 Twin Tower attacks. In response to the latter attack, the US executed an unnecessary and damaging invasion of Iraq in 2003 - which only left Iraq in complete destruction. The US’ attempt at “democracy premotion” only worsen the hatred against the West that many of these extremist groups already possessed (anon, e-ir.info). One of these groups vastly motivated by the Iraqi Invasion was the Islamic State of Iraq & Al-Qaeda. Al-Qaeda was the group directly responsible for masterminding the 9/11 attacks. Osama bin Laden, the Afghani leader of the group, commanded his assailants to hijack commercial planes and fly them into the New York Twin Towers. Bin Laden’s attack was motivated by the “oppression and tyranny of the American/Israeli coalition … in Palestine and Lebanon” (bin Laden, aljazeera.com). The terrorist group continued to perpetuate various attacks, especially attacks with intent to cause sectarian rifts between Muslims, following the years of the US hunt for bin Laden. The group steadily has been declining ever since bin Laden’s death in 2011, but the group still continues to operate as a significant body as of 2022. The Islamic State (ISIS), on the other hand, was founded in 1999 in order to create sectarian rifts between the Muslims. ISIS swore allegiance to Al-Qaeda in 2004 and continued to fight for territorial power in Iraq. In the summer of 2014, ISIS successfully declared itself as a caliphate and controlled significant portions of the Levant. Despite short successes, the state started to lose territory in 2015 and eventually lost a major city, Mosul, in 2017. In late 2017, former Iranian president Hassan Rouhani declared ISIS to be defeated, and US President Donald Trump followed in pursuit a year later. In late 2019, ISIS leader Abu Bakr al-Baghdadi was humiliatingly defeated by Trump’s troops–effectively resulting in ISIS's significance, tyranny, and terror “over” (Khatib, chathamhouse.org). As of 2021, terrorist attacks are “a third of what they were” in comparison to 2015 (Global Terrorism Index, visionofhumanity.org). Although the militant groups behind Islamic extremism are either significantly weakened or completely gone, the ideology is still as relevant as ever. Albeit the vast decline in Islamic extremist attacks, the ideology is still very much a threat. This is proven by the fact that attacks from Islamic extremism have not been completely reduced. Despite the almost complete eradication of the Islamic State in Iraq, why is this violent ideology still relevant? To figure out the “why”, we must figure out the “how” behind the existence of this ideology. A Dutch study conducted by Radboud Uni professor Frans Wijsen on Tanzanian inter-communicative relations revealed that Muslims & Christian communities referred to one another as “relatives”, but what actually spawns extremism was the “international marginalization of Islam” (Wijsen, tandfonline.com). One participant blamed the restriction of Islamic worship in comparison to the Christians. As a result of such oppression, the extremists “make noise” (Wijsen, tandfonline.com). Tanzanian Muslims complain about being treated as “second-class citizens” by the government, inspiring Muslims to “fight for their rights” (Wijsen, tandfonline.com). This similar mindset of responding to oppression with widespread terror is mirrored in Michael H. Cunningham’s Wake of the Warrior, which was developed based on Cunningham’s real maritime experiences. The main character, Mubbaligh, is motivated by local speeches about “American imperialism” to commit a massive & deadly terrorist attack on American lands (Cunningham pg 14). One can hypothesize that American imperialism may refer to the extensive US involvement in the Middle East prior to the early 2000s as the book’s timespan is about 2003 to 2004. Another Dutch study conducted by Dutch researcher William Stephens mentions special consideration to “prejudice against Muslims” (Stephens, tandfonline.com). In Stephens’ explanation, the lack of coexistence between a Muslim youth’s identity to its religion & national identity (British, for example) can be room for an extremist mindset. What exacerbates this fuel for terror is a lack of teaching towards acceptance of both identities. According to Stephens, a “greater voice” should be given to Muslims and they should be taught to view themselves as “citizens with rights and responsibilities” (Stephens, tandfonline.com). This ensuing rage to fight for rights becomes so engrained in an extremist “dehumanizes anyone that is non-Muslim and Muslims that disagree”, according to former British Islamic extremist Adam Deen in an interview on Good Morning Britian (Deen, youtube.com). Deen explains that the extremist genuinely believes that they are “serving God”, which convinces them to perpetuate heinous crimes against innocent people–Muslim or not (Deen, youtube.com). Lastly, Deen acknowledges that these acts by terrorists are in “contradiction” with the core messages of Islam. Deen’s refusal to link Islam and violent extremism is supported by hostages’ accounts of Abu Sayyaf Islamic militants in the Philippines, who have commented that the fighters were “unfamiliar” with the Qur’an, the Islamic holy scripture (Bowden, theatlantic.com). Now that we’ve reviewed the history of Islamic extremism & the mindset of extremists, we can only conclude that the solution to this problem is to integrate Muslims into one’s community with full respect given to the Muslim’s religion. Muslims should feel welcomed in their respective communities so that there is no identity-crisis between their religion & nationality. Stephen encouraged the communities to maintain “social bonding[s]” between individuals in a community, which can serve as an efficient barrier to radicalization and alienation (Stephens, tandofline.com). Many of the Tanzanian Muslims and extremist Muslims over the decades have blamed the poor treatment by their government as to why they are resorting to violent methods. The invasions by Western powers, such as the USSR & USA, have served as a catalyst for extremist attacks. In addition to integrating Muslims into the common society, the governments of the world should put a complete stop to the invasions & oppressions in Muslim lands–such as for the US to completely withdraw its involvement in the Middle East. Although killings of innocent people is absolutely unacceptable, the rage that these extremists feel towards their people being oppressed in various parts of the world serve as an explanation for their crimes against humanity. Lastly, blaming Islam is only a way of alienatizing Muslims from the Western societies and aid in the fuel to Islamic extremism. Many misconceptions revolve around the religion of Islam itself being a direct source of extremism. Geert Wilders, an Islamaphobic Dutch politician, blames the Qur’an as a source of “intolerance, murder and terror” (Wilders, BBC News). In Wijsen’s study, a few Christians involved in the study made a “link between Islam and violence” (Wijsen, tandfonline.com). An opinion column by Mike Clark of The Florida Times-Union claims that the Qur’an commands its adherents to “convert you [non-Muslims] to Islam or kill you if you refuse to convert” (Clark, jacksonville.com). He uses verses from the Qur’an to supply his proof, quoting chapter 2, verse 121: “Then kill the disbelievers (non-Muslims) wherever you find them, capture them and besiege them” to justify throwing heinous adjectives towards the scriptures (Qur’an verse 2:121). Critics of Islam have used these verses as evidence that Islam is to be blamed for the acts of extremists. In fact, blaming and promoting hatred towards Islam not only serves as a catalyst for terrorism, but proves to be fruitless. The verse in question, 2:191 (chapter 2, verse 121), can easily be explained by looking at the previous verse, 2:190: “And fight in the way of Allah with those who fight against you” (Qur’an 2:120). In the Qur’an, God has clearly commanded his followers to fight in his way only in self-defence. As observed in the terrorist attacks perpetrated by Islamic terrorists, their attacks are aimed towards the general population–therefore not falling under the category of permissability in fighting. As for neutral non-believers (who are not actively pursuing Muslims), God has commanded the Muslims to adhere to their faith while the non-believers adhere to their own faith - separating Islam from kufr (disbelief). This is shown in Chapter 109. The critics of Islam are habitual in their grave misunderstanding of the Qur’an, plucking the verses of the holy scripture to fit their agenda. Unfortunately, this type of behaviour has spread to many of the general public - who hold such repulsive and disgusting attitudes towards Islam. In fact, God has stated in the Qur’an that the killing of an innocent is “as if he had slain mankind entirely”, which emphasizes the respect and good treatment that mankind needs to have with each other on a humanic level (Qur’an verse 5:32). How could someone claim that the Qur’an advocates for the unjust killings when it has verses encourage humanic cooperation? Surely, it is only a misguided view to believe Islam advocates for the unjust killings of innocents. Conclusively, Islamic extremism is by far one of the most deadlious ideologies to have rampant the world since the 1900s. After observing its history, we can easily see that the main motive of Islamic extremism is damaging & henious oppression committed by Western powers. The formation and maintenance of an invasive Israel, a power-hungry Soviet Union, and the US’ invasion of the Middle East have only given the fuel for these terroristical groups. To counter such problems, local communities must band together and welcome one another in order to avoid alienation and isolation. Lastly, blaming the religion of Islam only serves to be a red herring and avoid the true cause of the extremism. With mankind united against one enemy, we can keep our communities tight–one community at a time to assure our noble lands are protected from such vile, unacceptable cruelty. ==References== #Al Jazeera. “Full Transcript of Bin Ladin's Speech.” News | Al Jazeera, Al Jazeera, 1 Nov. 2004, https://www.aljazeera.com/news/2004/11/1/full-transcript-of-bin-ladins-speech. #Anon. “The US Invasion of Iraq: Failings and Consequences.” E-International Relations, 18 June 2019, https://www.e-ir.info/2011/08/01/why-did-the-united-states-invade-iraq-in-2003-and-what-went-wrong-with-the-subsequent-occupation-what-impact-has-the-war-had-on-us-foreign-policy/. #Bowden, Mark. “Jihadists in Paradise.” The Atlantic, Atlantic Media Company, 18 Dec. 2019, https://www.theatlantic.com/magazine/archive/2007/03/jihadists-in-paradise/305613/. #Casciani, Dominic. “How Do You Define Islamist Extremism?” BBC News, BBC, 10 June 2014, https://www.bbc.com/news/uk-27777892. Cunningham, Michael H. Wake of the Warrior: Terrorism on the Coastal Waters of New England, Xlibris, Lexington, KY, 2010. #“Europe | Dutch Islam Film 'Nearly Ready'.” BBC News, BBC, 28 Feb. 2008, http://news.bbc.co.uk/2/hi/europe/7268618.stm. #Gibbs, Scott. “Islam and Islamic Extremism: An Existential Analysis.” Journal of Humanistic Psychology, vol. 45, no. 2, 2005, pp. 156–203., https://doi.org/10.1177/0022167805274728. #Good Morning Britain. “Ex-Islamic Extremist Adam Deen Says Terrorists Think They Are ‘Serving God’ | Good Morning Britain” YouTube, 24 May. 2017, https://www.youtube.com/watch?v=4e93rcFlMAA #History.com Editors. “Israel.” History.com, A&E Television Networks, 30 June 2017, https://www.history.com/topics/middle-east/history-of-israel. #Institute for Economics & Peace. Global Terrorism Index 2022: Measuring the Impact of Terrorism, Sydney, March 2022, http://visionofhumanity.org/resources, accessed 10 May 2022. #Khabib, Lina. “Abu Bakr Al-Baghdadi: What His Death Means for Isis in Syria.” Chatham House – International Affairs Think Tank, 31 Oct. 2019, https://www.chathamhouse.org/2019/10/abu-bakr-al-baghdadi-what-his-death-means-isis-syria. #Khomeini, Ruhollah. “Khomeini: ‘We Shall Confront the World with Our Ideology.’” MERIP, 8 May 2017, https://merip.org/1980/06/khomeini-we-shall-confront-the-world-with-our-ideology/. #McCann, Jaymi. “Timeline of What's Happened since the Soviet Union Invaded Afghanistan in 1979.” Inews.co.uk, 19 Aug. 2021, https://inews.co.uk/news/world/russia-afghanistan-why-invade-soviet-union-invasion-1979-timeline-what-happened-1156206. #Moore, John. “The Evolution of Islamic Terrorism - an Overview | Target America | Frontline.” PBS, Public Broadcasting Service, https://www.pbs.org/wgbh/pages/frontline/shows/target/etc/modern.html. “The Noble Quran.” Quran.com, https://quran.com/. #Stephens, William, et al. “Preventing Violent Extremism: A Review of the Literature.” Studies in Conflict & Terrorism, vol. 44, no. 4, 2019, pp. 346–361., https://doi.org/10.1080/1057610x.2018.1543144. #Simons, Greg. “Islamic Extremism and the War for Hearts and Minds.” Global Affairs, vol. 2, no. 1, 11 Mar. 2016, pp. 91–99., https://doi.org/10.1080/23340460.2016.1152446. #Wijsen, Frans. “‘There Are Radical Muslims and Normal Muslims’: An Analysis of the Discourse on Islamic Extremism.” Religion, vol. 43, no. 1, 18 Dec. 2012, pp. 70–88., https://doi.org/10.1080/0048721x.2013.742745. #Writer, Staff. “Islam: The Quran Itself Preaches Violence against Nonbelievers.” The Florida Times-Union, Florida Times-Union, 3 Feb. 2015, https://www.jacksonville.com/story/opinion/columns/mike-clark/2015/02/03/islam-quran-itself-preaches-violence-against-nonbelievers/985431007/. [[Category:Atcovi's Work]] 03cryskr40cxbwhn8f8bqc3bqf1ix5l 2814665 2814664 2026-06-08T16:50:30Z Atcovi 276019 /* References */ 2814665 wikitext text/x-wiki Islamic extremism is a term familiar to everyone in the world due to the extensive terror it has installed into common people. According to a 2014 article on BBC News, the British government defined Islamic extremism as a “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs” (Casciani, bbc.com). Although the definition states “British” values, we can assume that the values of the nation in question also apply equally to the quoted definition. Although a popular subject in regards to the safety of the commonfolk, the history, and solutions behind tackling Islamic extremism remains vague. In order to lessen the prevalence of Islamic extremist ideologies, we must welcome Muslims into diverse communities, cease military operations that put Muslims in danger, and not erroneously blame the religion of Islam. Researcher John Moore cites the creation of Israel in 1948 as the catalyst for anti-Western sentiment across the Middle East (John Moore, pbs.org). After the conclusion of WWII in 1945, a political movement amongst the Jews began to take action. This movement is known as Zionism. Zionists believed that they were entitled to a Jewish homeland in or near Jerusalem, a city considered holy by the Jews and Muslims. Zionists fled to Palestine and began to create settlements in the region, much to the opposition of the Arabs already living in Palestine. In May 1948, Israel officially declared an independent Jewish nation. In response, five Arab nations, Egypt, Jordan, Iraq, Syria, and Lebanon, invaded Israel, leading to the 1948 Arab-Israeli war. The war continued until a year later when a cease-fire agreement was observed by all parties. Israel remained an independent nation but certain regions, such as the West Bank and the Gaza Strip, were given to the Arab nations (History of Israel, history.com). Despite the 1949 Armistice Agreements, major conflicts continued to ensue following the war. With continued frustrations boiling and a mindset of “terrorism [being an] effective [way] in reaching political goals”, certain Palestinian factions resorted to terrorism (John Moore, pbs.org). One of these cases was the Munich massacre in the 1972 Summer Olympic games, where masked Palestinian terrorists took a number of Israeli Olympians hostage. The introduction of terroristic means to convey a message was not only limited to Palestine but spread to Egypt and Iran. The Egyptian Islamic Jihad group was created in the 1970s and remains active to this day, working extensively to create an Islamic state in Egypt. Post-religious revolution Iran backed the terroristic Hezbollah Shia extremist group, which has executed terrorist attacks on Israeli establishments internationally. Iran’s revolution proved to be a major catalyst in radical Islamic movements throughout the world. Soon after the Munich massacre in 1979, the last Shah (ruler) of Iran, Mohammed Reza Pahlavi, was overthrown by an anti-secular movement led by Imam Khomeini. This resulted in Iran turning into an Islamic republic whilst opposing Western policies and philosophies. Khomeini stated in a 1980 speech to the Islamic Republic of Iran that his nation was actively fighting “against the Western world — devourers led by America, Israel, and Zionism” (Khomeini, merip.org). Iran’s shocking revolution increased anti-Western sentiment and hatred for Western values, including secularism. America was seen as the center of the “western values” that Islamic extremism strictly opposed (secularism and democracy), in part due to its backing of Israel and the Pahlavi dynasty. This is proven by Khomeini’s coupling of “Shah and America” when referring to his Islamic clergy overthrowing the American-backed Pahlavi dynasty (Khomeini, merip.org). Nearby to Iran was Afghanistan, which was also dealing with an invasion by a major western power at around the same time as Iran’s revolution. In 1979, the Soviets invaded Afghanistan on the basis of Afghanistan’s government’s lack of Soviet support (following the killing of Afghani Soviet Union puppet Nur Mohammed Taraki), Afghanistan’s strategic location & fears of increased US sentiment. As a result of the war, it led to the “stimulat[ion] [of] the rise and expansion of terrorist groups” (John Moore, pbs.org). The war is said to have “war helped create the terrorist and extremist groups that are still in place today” as the anti-Soviet western governments (US, UK, China, etc.) financially supported the Mujahideen fighters (various Afghani opposition groups to Soviet rule) against the Soviet Union (McCann, inews.co.uk). Eventually, the Mujahideen fighters were able to rescue their county from Soviet rule but fell short of a massive civil war between various Afghani factions for power. In 1994, the Taliban emerged victoriously amongst the several Afghan factions and took control of the nation. The Taliban soon became the spearhead of Islamic-inspired terrorism, perpetrating the 1993 World Trade Center bombings and the 2001 Twin Tower attacks. In response to the latter attack, the US executed an unnecessary and damaging invasion of Iraq in 2003 - which only left Iraq in complete destruction. The US’ attempt at “democracy premotion” only worsen the hatred against the West that many of these extremist groups already possessed (anon, e-ir.info). One of these groups vastly motivated by the Iraqi Invasion was the Islamic State of Iraq & Al-Qaeda. Al-Qaeda was the group directly responsible for masterminding the 9/11 attacks. Osama bin Laden, the Afghani leader of the group, commanded his assailants to hijack commercial planes and fly them into the New York Twin Towers. Bin Laden’s attack was motivated by the “oppression and tyranny of the American/Israeli coalition … in Palestine and Lebanon” (bin Laden, aljazeera.com). The terrorist group continued to perpetuate various attacks, especially attacks with intent to cause sectarian rifts between Muslims, following the years of the US hunt for bin Laden. The group steadily has been declining ever since bin Laden’s death in 2011, but the group still continues to operate as a significant body as of 2022. The Islamic State (ISIS), on the other hand, was founded in 1999 in order to create sectarian rifts between the Muslims. ISIS swore allegiance to Al-Qaeda in 2004 and continued to fight for territorial power in Iraq. In the summer of 2014, ISIS successfully declared itself as a caliphate and controlled significant portions of the Levant. Despite short successes, the state started to lose territory in 2015 and eventually lost a major city, Mosul, in 2017. In late 2017, former Iranian president Hassan Rouhani declared ISIS to be defeated, and US President Donald Trump followed in pursuit a year later. In late 2019, ISIS leader Abu Bakr al-Baghdadi was humiliatingly defeated by Trump’s troops–effectively resulting in ISIS's significance, tyranny, and terror “over” (Khatib, chathamhouse.org). As of 2021, terrorist attacks are “a third of what they were” in comparison to 2015 (Global Terrorism Index, visionofhumanity.org). Although the militant groups behind Islamic extremism are either significantly weakened or completely gone, the ideology is still as relevant as ever. Albeit the vast decline in Islamic extremist attacks, the ideology is still very much a threat. This is proven by the fact that attacks from Islamic extremism have not been completely reduced. Despite the almost complete eradication of the Islamic State in Iraq, why is this violent ideology still relevant? To figure out the “why”, we must figure out the “how” behind the existence of this ideology. A Dutch study conducted by Radboud Uni professor Frans Wijsen on Tanzanian inter-communicative relations revealed that Muslims & Christian communities referred to one another as “relatives”, but what actually spawns extremism was the “international marginalization of Islam” (Wijsen, tandfonline.com). One participant blamed the restriction of Islamic worship in comparison to the Christians. As a result of such oppression, the extremists “make noise” (Wijsen, tandfonline.com). Tanzanian Muslims complain about being treated as “second-class citizens” by the government, inspiring Muslims to “fight for their rights” (Wijsen, tandfonline.com). This similar mindset of responding to oppression with widespread terror is mirrored in Michael H. Cunningham’s Wake of the Warrior, which was developed based on Cunningham’s real maritime experiences. The main character, Mubbaligh, is motivated by local speeches about “American imperialism” to commit a massive & deadly terrorist attack on American lands (Cunningham pg 14). One can hypothesize that American imperialism may refer to the extensive US involvement in the Middle East prior to the early 2000s as the book’s timespan is about 2003 to 2004. Another Dutch study conducted by Dutch researcher William Stephens mentions special consideration to “prejudice against Muslims” (Stephens, tandfonline.com). In Stephens’ explanation, the lack of coexistence between a Muslim youth’s identity to its religion & national identity (British, for example) can be room for an extremist mindset. What exacerbates this fuel for terror is a lack of teaching towards acceptance of both identities. According to Stephens, a “greater voice” should be given to Muslims and they should be taught to view themselves as “citizens with rights and responsibilities” (Stephens, tandfonline.com). This ensuing rage to fight for rights becomes so engrained in an extremist “dehumanizes anyone that is non-Muslim and Muslims that disagree”, according to former British Islamic extremist Adam Deen in an interview on Good Morning Britian (Deen, youtube.com). Deen explains that the extremist genuinely believes that they are “serving God”, which convinces them to perpetuate heinous crimes against innocent people–Muslim or not (Deen, youtube.com). Lastly, Deen acknowledges that these acts by terrorists are in “contradiction” with the core messages of Islam. Deen’s refusal to link Islam and violent extremism is supported by hostages’ accounts of Abu Sayyaf Islamic militants in the Philippines, who have commented that the fighters were “unfamiliar” with the Qur’an, the Islamic holy scripture (Bowden, theatlantic.com). Now that we’ve reviewed the history of Islamic extremism & the mindset of extremists, we can only conclude that the solution to this problem is to integrate Muslims into one’s community with full respect given to the Muslim’s religion. Muslims should feel welcomed in their respective communities so that there is no identity-crisis between their religion & nationality. Stephen encouraged the communities to maintain “social bonding[s]” between individuals in a community, which can serve as an efficient barrier to radicalization and alienation (Stephens, tandofline.com). Many of the Tanzanian Muslims and extremist Muslims over the decades have blamed the poor treatment by their government as to why they are resorting to violent methods. The invasions by Western powers, such as the USSR & USA, have served as a catalyst for extremist attacks. In addition to integrating Muslims into the common society, the governments of the world should put a complete stop to the invasions & oppressions in Muslim lands–such as for the US to completely withdraw its involvement in the Middle East. Although killings of innocent people is absolutely unacceptable, the rage that these extremists feel towards their people being oppressed in various parts of the world serve as an explanation for their crimes against humanity. Lastly, blaming Islam is only a way of alienatizing Muslims from the Western societies and aid in the fuel to Islamic extremism. Many misconceptions revolve around the religion of Islam itself being a direct source of extremism. Geert Wilders, an Islamaphobic Dutch politician, blames the Qur’an as a source of “intolerance, murder and terror” (Wilders, BBC News). In Wijsen’s study, a few Christians involved in the study made a “link between Islam and violence” (Wijsen, tandfonline.com). An opinion column by Mike Clark of The Florida Times-Union claims that the Qur’an commands its adherents to “convert you [non-Muslims] to Islam or kill you if you refuse to convert” (Clark, jacksonville.com). He uses verses from the Qur’an to supply his proof, quoting chapter 2, verse 121: “Then kill the disbelievers (non-Muslims) wherever you find them, capture them and besiege them” to justify throwing heinous adjectives towards the scriptures (Qur’an verse 2:121). Critics of Islam have used these verses as evidence that Islam is to be blamed for the acts of extremists. In fact, blaming and promoting hatred towards Islam not only serves as a catalyst for terrorism, but proves to be fruitless. The verse in question, 2:191 (chapter 2, verse 121), can easily be explained by looking at the previous verse, 2:190: “And fight in the way of Allah with those who fight against you” (Qur’an 2:120). In the Qur’an, God has clearly commanded his followers to fight in his way only in self-defence. As observed in the terrorist attacks perpetrated by Islamic terrorists, their attacks are aimed towards the general population–therefore not falling under the category of permissability in fighting. As for neutral non-believers (who are not actively pursuing Muslims), God has commanded the Muslims to adhere to their faith while the non-believers adhere to their own faith - separating Islam from kufr (disbelief). This is shown in Chapter 109. The critics of Islam are habitual in their grave misunderstanding of the Qur’an, plucking the verses of the holy scripture to fit their agenda. Unfortunately, this type of behaviour has spread to many of the general public - who hold such repulsive and disgusting attitudes towards Islam. In fact, God has stated in the Qur’an that the killing of an innocent is “as if he had slain mankind entirely”, which emphasizes the respect and good treatment that mankind needs to have with each other on a humanic level (Qur’an verse 5:32). How could someone claim that the Qur’an advocates for the unjust killings when it has verses encourage humanic cooperation? Surely, it is only a misguided view to believe Islam advocates for the unjust killings of innocents. Conclusively, Islamic extremism is by far one of the most deadlious ideologies to have rampant the world since the 1900s. After observing its history, we can easily see that the main motive of Islamic extremism is damaging & henious oppression committed by Western powers. The formation and maintenance of an invasive Israel, a power-hungry Soviet Union, and the US’ invasion of the Middle East have only given the fuel for these terroristical groups. To counter such problems, local communities must band together and welcome one another in order to avoid alienation and isolation. Lastly, blaming the religion of Islam only serves to be a red herring and avoid the true cause of the extremism. With mankind united against one enemy, we can keep our communities tight–one community at a time to assure our noble lands are protected from such vile, unacceptable cruelty. ==References== #Al Jazeera. “Full Transcript of Bin Ladin's Speech.” News | Al Jazeera, Al Jazeera, 1 Nov. 2004, https://www.aljazeera.com/news/2004/11/1/full-transcript-of-bin-ladins-speech. #Anon. “The US Invasion of Iraq: Failings and Consequences.” E-International Relations, 18 June 2019, https://www.e-ir.info/2011/08/01/why-did-the-united-states-invade-iraq-in-2003-and-what-went-wrong-with-the-subsequent-occupation-what-impact-has-the-war-had-on-us-foreign-policy/. #Bowden, Mark. “Jihadists in Paradise.” The Atlantic, Atlantic Media Company, 18 Dec. 2019, https://www.theatlantic.com/magazine/archive/2007/03/jihadists-in-paradise/305613/. #Casciani, Dominic. “How Do You Define Islamist Extremism?” BBC News, BBC, 10 June 2014, https://www.bbc.com/news/uk-27777892. #Cunningham, Michael H. Wake of the Warrior: Terrorism on the Coastal Waters of New England, Xlibris, Lexington, KY, 2010. #“Europe | Dutch Islam Film 'Nearly Ready'.” BBC News, BBC, 28 Feb. 2008, http://news.bbc.co.uk/2/hi/europe/7268618.stm. #Gibbs, Scott. “Islam and Islamic Extremism: An Existential Analysis.” Journal of Humanistic Psychology, vol. 45, no. 2, 2005, pp. 156–203., https://doi.org/10.1177/0022167805274728. #Good Morning Britain. “Ex-Islamic Extremist Adam Deen Says Terrorists Think They Are ‘Serving God’ | Good Morning Britain” YouTube, 24 May. 2017, https://www.youtube.com/watch?v=4e93rcFlMAA #History.com Editors. “Israel.” History.com, A&E Television Networks, 30 June 2017, https://www.history.com/topics/middle-east/history-of-israel. #Institute for Economics & Peace. Global Terrorism Index 2022: Measuring the Impact of Terrorism, Sydney, March 2022, http://visionofhumanity.org/resources, accessed 10 May 2022. #Khabib, Lina. “Abu Bakr Al-Baghdadi: What His Death Means for Isis in Syria.” Chatham House – International Affairs Think Tank, 31 Oct. 2019, https://www.chathamhouse.org/2019/10/abu-bakr-al-baghdadi-what-his-death-means-isis-syria. #Khomeini, Ruhollah. “Khomeini: ‘We Shall Confront the World with Our Ideology.’” MERIP, 8 May 2017, https://merip.org/1980/06/khomeini-we-shall-confront-the-world-with-our-ideology/. #McCann, Jaymi. “Timeline of What's Happened since the Soviet Union Invaded Afghanistan in 1979.” Inews.co.uk, 19 Aug. 2021, https://inews.co.uk/news/world/russia-afghanistan-why-invade-soviet-union-invasion-1979-timeline-what-happened-1156206. #Moore, John. “The Evolution of Islamic Terrorism - an Overview | Target America | Frontline.” PBS, Public Broadcasting Service, https://www.pbs.org/wgbh/pages/frontline/shows/target/etc/modern.html. “The Noble Quran.” Quran.com, https://quran.com/. #Stephens, William, et al. “Preventing Violent Extremism: A Review of the Literature.” Studies in Conflict & Terrorism, vol. 44, no. 4, 2019, pp. 346–361., https://doi.org/10.1080/1057610x.2018.1543144. #Simons, Greg. “Islamic Extremism and the War for Hearts and Minds.” Global Affairs, vol. 2, no. 1, 11 Mar. 2016, pp. 91–99., https://doi.org/10.1080/23340460.2016.1152446. #Wijsen, Frans. “‘There Are Radical Muslims and Normal Muslims’: An Analysis of the Discourse on Islamic Extremism.” Religion, vol. 43, no. 1, 18 Dec. 2012, pp. 70–88., https://doi.org/10.1080/0048721x.2013.742745. #Writer, Staff. “Islam: The Quran Itself Preaches Violence against Nonbelievers.” The Florida Times-Union, Florida Times-Union, 3 Feb. 2015, https://www.jacksonville.com/story/opinion/columns/mike-clark/2015/02/03/islam-quran-itself-preaches-violence-against-nonbelievers/985431007/. [[Category:Atcovi's Work]] da6qbvtbuig01hdgzfmds7iflelhpb4 2814666 2814665 2026-06-08T16:50:41Z Atcovi 276019 /* References */ 2814666 wikitext text/x-wiki Islamic extremism is a term familiar to everyone in the world due to the extensive terror it has installed into common people. According to a 2014 article on BBC News, the British government defined Islamic extremism as a “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs” (Casciani, bbc.com). Although the definition states “British” values, we can assume that the values of the nation in question also apply equally to the quoted definition. Although a popular subject in regards to the safety of the commonfolk, the history, and solutions behind tackling Islamic extremism remains vague. In order to lessen the prevalence of Islamic extremist ideologies, we must welcome Muslims into diverse communities, cease military operations that put Muslims in danger, and not erroneously blame the religion of Islam. Researcher John Moore cites the creation of Israel in 1948 as the catalyst for anti-Western sentiment across the Middle East (John Moore, pbs.org). After the conclusion of WWII in 1945, a political movement amongst the Jews began to take action. This movement is known as Zionism. Zionists believed that they were entitled to a Jewish homeland in or near Jerusalem, a city considered holy by the Jews and Muslims. Zionists fled to Palestine and began to create settlements in the region, much to the opposition of the Arabs already living in Palestine. In May 1948, Israel officially declared an independent Jewish nation. In response, five Arab nations, Egypt, Jordan, Iraq, Syria, and Lebanon, invaded Israel, leading to the 1948 Arab-Israeli war. The war continued until a year later when a cease-fire agreement was observed by all parties. Israel remained an independent nation but certain regions, such as the West Bank and the Gaza Strip, were given to the Arab nations (History of Israel, history.com). Despite the 1949 Armistice Agreements, major conflicts continued to ensue following the war. With continued frustrations boiling and a mindset of “terrorism [being an] effective [way] in reaching political goals”, certain Palestinian factions resorted to terrorism (John Moore, pbs.org). One of these cases was the Munich massacre in the 1972 Summer Olympic games, where masked Palestinian terrorists took a number of Israeli Olympians hostage. The introduction of terroristic means to convey a message was not only limited to Palestine but spread to Egypt and Iran. The Egyptian Islamic Jihad group was created in the 1970s and remains active to this day, working extensively to create an Islamic state in Egypt. Post-religious revolution Iran backed the terroristic Hezbollah Shia extremist group, which has executed terrorist attacks on Israeli establishments internationally. Iran’s revolution proved to be a major catalyst in radical Islamic movements throughout the world. Soon after the Munich massacre in 1979, the last Shah (ruler) of Iran, Mohammed Reza Pahlavi, was overthrown by an anti-secular movement led by Imam Khomeini. This resulted in Iran turning into an Islamic republic whilst opposing Western policies and philosophies. Khomeini stated in a 1980 speech to the Islamic Republic of Iran that his nation was actively fighting “against the Western world — devourers led by America, Israel, and Zionism” (Khomeini, merip.org). Iran’s shocking revolution increased anti-Western sentiment and hatred for Western values, including secularism. America was seen as the center of the “western values” that Islamic extremism strictly opposed (secularism and democracy), in part due to its backing of Israel and the Pahlavi dynasty. This is proven by Khomeini’s coupling of “Shah and America” when referring to his Islamic clergy overthrowing the American-backed Pahlavi dynasty (Khomeini, merip.org). Nearby to Iran was Afghanistan, which was also dealing with an invasion by a major western power at around the same time as Iran’s revolution. In 1979, the Soviets invaded Afghanistan on the basis of Afghanistan’s government’s lack of Soviet support (following the killing of Afghani Soviet Union puppet Nur Mohammed Taraki), Afghanistan’s strategic location & fears of increased US sentiment. As a result of the war, it led to the “stimulat[ion] [of] the rise and expansion of terrorist groups” (John Moore, pbs.org). The war is said to have “war helped create the terrorist and extremist groups that are still in place today” as the anti-Soviet western governments (US, UK, China, etc.) financially supported the Mujahideen fighters (various Afghani opposition groups to Soviet rule) against the Soviet Union (McCann, inews.co.uk). Eventually, the Mujahideen fighters were able to rescue their county from Soviet rule but fell short of a massive civil war between various Afghani factions for power. In 1994, the Taliban emerged victoriously amongst the several Afghan factions and took control of the nation. The Taliban soon became the spearhead of Islamic-inspired terrorism, perpetrating the 1993 World Trade Center bombings and the 2001 Twin Tower attacks. In response to the latter attack, the US executed an unnecessary and damaging invasion of Iraq in 2003 - which only left Iraq in complete destruction. The US’ attempt at “democracy premotion” only worsen the hatred against the West that many of these extremist groups already possessed (anon, e-ir.info). One of these groups vastly motivated by the Iraqi Invasion was the Islamic State of Iraq & Al-Qaeda. Al-Qaeda was the group directly responsible for masterminding the 9/11 attacks. Osama bin Laden, the Afghani leader of the group, commanded his assailants to hijack commercial planes and fly them into the New York Twin Towers. Bin Laden’s attack was motivated by the “oppression and tyranny of the American/Israeli coalition … in Palestine and Lebanon” (bin Laden, aljazeera.com). The terrorist group continued to perpetuate various attacks, especially attacks with intent to cause sectarian rifts between Muslims, following the years of the US hunt for bin Laden. The group steadily has been declining ever since bin Laden’s death in 2011, but the group still continues to operate as a significant body as of 2022. The Islamic State (ISIS), on the other hand, was founded in 1999 in order to create sectarian rifts between the Muslims. ISIS swore allegiance to Al-Qaeda in 2004 and continued to fight for territorial power in Iraq. In the summer of 2014, ISIS successfully declared itself as a caliphate and controlled significant portions of the Levant. Despite short successes, the state started to lose territory in 2015 and eventually lost a major city, Mosul, in 2017. In late 2017, former Iranian president Hassan Rouhani declared ISIS to be defeated, and US President Donald Trump followed in pursuit a year later. In late 2019, ISIS leader Abu Bakr al-Baghdadi was humiliatingly defeated by Trump’s troops–effectively resulting in ISIS's significance, tyranny, and terror “over” (Khatib, chathamhouse.org). As of 2021, terrorist attacks are “a third of what they were” in comparison to 2015 (Global Terrorism Index, visionofhumanity.org). Although the militant groups behind Islamic extremism are either significantly weakened or completely gone, the ideology is still as relevant as ever. Albeit the vast decline in Islamic extremist attacks, the ideology is still very much a threat. This is proven by the fact that attacks from Islamic extremism have not been completely reduced. Despite the almost complete eradication of the Islamic State in Iraq, why is this violent ideology still relevant? To figure out the “why”, we must figure out the “how” behind the existence of this ideology. A Dutch study conducted by Radboud Uni professor Frans Wijsen on Tanzanian inter-communicative relations revealed that Muslims & Christian communities referred to one another as “relatives”, but what actually spawns extremism was the “international marginalization of Islam” (Wijsen, tandfonline.com). One participant blamed the restriction of Islamic worship in comparison to the Christians. As a result of such oppression, the extremists “make noise” (Wijsen, tandfonline.com). Tanzanian Muslims complain about being treated as “second-class citizens” by the government, inspiring Muslims to “fight for their rights” (Wijsen, tandfonline.com). This similar mindset of responding to oppression with widespread terror is mirrored in Michael H. Cunningham’s Wake of the Warrior, which was developed based on Cunningham’s real maritime experiences. The main character, Mubbaligh, is motivated by local speeches about “American imperialism” to commit a massive & deadly terrorist attack on American lands (Cunningham pg 14). One can hypothesize that American imperialism may refer to the extensive US involvement in the Middle East prior to the early 2000s as the book’s timespan is about 2003 to 2004. Another Dutch study conducted by Dutch researcher William Stephens mentions special consideration to “prejudice against Muslims” (Stephens, tandfonline.com). In Stephens’ explanation, the lack of coexistence between a Muslim youth’s identity to its religion & national identity (British, for example) can be room for an extremist mindset. What exacerbates this fuel for terror is a lack of teaching towards acceptance of both identities. According to Stephens, a “greater voice” should be given to Muslims and they should be taught to view themselves as “citizens with rights and responsibilities” (Stephens, tandfonline.com). This ensuing rage to fight for rights becomes so engrained in an extremist “dehumanizes anyone that is non-Muslim and Muslims that disagree”, according to former British Islamic extremist Adam Deen in an interview on Good Morning Britian (Deen, youtube.com). Deen explains that the extremist genuinely believes that they are “serving God”, which convinces them to perpetuate heinous crimes against innocent people–Muslim or not (Deen, youtube.com). Lastly, Deen acknowledges that these acts by terrorists are in “contradiction” with the core messages of Islam. Deen’s refusal to link Islam and violent extremism is supported by hostages’ accounts of Abu Sayyaf Islamic militants in the Philippines, who have commented that the fighters were “unfamiliar” with the Qur’an, the Islamic holy scripture (Bowden, theatlantic.com). Now that we’ve reviewed the history of Islamic extremism & the mindset of extremists, we can only conclude that the solution to this problem is to integrate Muslims into one’s community with full respect given to the Muslim’s religion. Muslims should feel welcomed in their respective communities so that there is no identity-crisis between their religion & nationality. Stephen encouraged the communities to maintain “social bonding[s]” between individuals in a community, which can serve as an efficient barrier to radicalization and alienation (Stephens, tandofline.com). Many of the Tanzanian Muslims and extremist Muslims over the decades have blamed the poor treatment by their government as to why they are resorting to violent methods. The invasions by Western powers, such as the USSR & USA, have served as a catalyst for extremist attacks. In addition to integrating Muslims into the common society, the governments of the world should put a complete stop to the invasions & oppressions in Muslim lands–such as for the US to completely withdraw its involvement in the Middle East. Although killings of innocent people is absolutely unacceptable, the rage that these extremists feel towards their people being oppressed in various parts of the world serve as an explanation for their crimes against humanity. Lastly, blaming Islam is only a way of alienatizing Muslims from the Western societies and aid in the fuel to Islamic extremism. Many misconceptions revolve around the religion of Islam itself being a direct source of extremism. Geert Wilders, an Islamaphobic Dutch politician, blames the Qur’an as a source of “intolerance, murder and terror” (Wilders, BBC News). In Wijsen’s study, a few Christians involved in the study made a “link between Islam and violence” (Wijsen, tandfonline.com). An opinion column by Mike Clark of The Florida Times-Union claims that the Qur’an commands its adherents to “convert you [non-Muslims] to Islam or kill you if you refuse to convert” (Clark, jacksonville.com). He uses verses from the Qur’an to supply his proof, quoting chapter 2, verse 121: “Then kill the disbelievers (non-Muslims) wherever you find them, capture them and besiege them” to justify throwing heinous adjectives towards the scriptures (Qur’an verse 2:121). Critics of Islam have used these verses as evidence that Islam is to be blamed for the acts of extremists. In fact, blaming and promoting hatred towards Islam not only serves as a catalyst for terrorism, but proves to be fruitless. The verse in question, 2:191 (chapter 2, verse 121), can easily be explained by looking at the previous verse, 2:190: “And fight in the way of Allah with those who fight against you” (Qur’an 2:120). In the Qur’an, God has clearly commanded his followers to fight in his way only in self-defence. As observed in the terrorist attacks perpetrated by Islamic terrorists, their attacks are aimed towards the general population–therefore not falling under the category of permissability in fighting. As for neutral non-believers (who are not actively pursuing Muslims), God has commanded the Muslims to adhere to their faith while the non-believers adhere to their own faith - separating Islam from kufr (disbelief). This is shown in Chapter 109. The critics of Islam are habitual in their grave misunderstanding of the Qur’an, plucking the verses of the holy scripture to fit their agenda. Unfortunately, this type of behaviour has spread to many of the general public - who hold such repulsive and disgusting attitudes towards Islam. In fact, God has stated in the Qur’an that the killing of an innocent is “as if he had slain mankind entirely”, which emphasizes the respect and good treatment that mankind needs to have with each other on a humanic level (Qur’an verse 5:32). How could someone claim that the Qur’an advocates for the unjust killings when it has verses encourage humanic cooperation? Surely, it is only a misguided view to believe Islam advocates for the unjust killings of innocents. Conclusively, Islamic extremism is by far one of the most deadlious ideologies to have rampant the world since the 1900s. After observing its history, we can easily see that the main motive of Islamic extremism is damaging & henious oppression committed by Western powers. The formation and maintenance of an invasive Israel, a power-hungry Soviet Union, and the US’ invasion of the Middle East have only given the fuel for these terroristical groups. To counter such problems, local communities must band together and welcome one another in order to avoid alienation and isolation. Lastly, blaming the religion of Islam only serves to be a red herring and avoid the true cause of the extremism. With mankind united against one enemy, we can keep our communities tight–one community at a time to assure our noble lands are protected from such vile, unacceptable cruelty. ==References== #Al Jazeera. “Full Transcript of Bin Ladin's Speech.” News | Al Jazeera, Al Jazeera, 1 Nov. 2004, https://www.aljazeera.com/news/2004/11/1/full-transcript-of-bin-ladins-speech. #Anon. “The US Invasion of Iraq: Failings and Consequences.” E-International Relations, 18 June 2019, https://www.e-ir.info/2011/08/01/why-did-the-united-states-invade-iraq-in-2003-and-what-went-wrong-with-the-subsequent-occupation-what-impact-has-the-war-had-on-us-foreign-policy/. #Bowden, Mark. “Jihadists in Paradise.” The Atlantic, Atlantic Media Company, 18 Dec. 2019, https://www.theatlantic.com/magazine/archive/2007/03/jihadists-in-paradise/305613/. #Casciani, Dominic. “How Do You Define Islamist Extremism?” BBC News, BBC, 10 June 2014, https://www.bbc.com/news/uk-27777892. #Cunningham, Michael H. Wake of the Warrior: Terrorism on the Coastal Waters of New England, Xlibris, Lexington, KY, 2010. #“Europe | Dutch Islam Film 'Nearly Ready'.” BBC News, BBC, 28 Feb. 2008, http://news.bbc.co.uk/2/hi/europe/7268618.stm. #Gibbs, Scott. “Islam and Islamic Extremism: An Existential Analysis.” Journal of Humanistic Psychology, vol. 45, no. 2, 2005, pp. 156–203., https://doi.org/10.1177/0022167805274728. #Good Morning Britain. “Ex-Islamic Extremist Adam Deen Says Terrorists Think They Are ‘Serving God’ | Good Morning Britain” YouTube, 24 May. 2017, https://www.youtube.com/watch?v=4e93rcFlMAA #History.com Editors. “Israel.” History.com, A&E Television Networks, 30 June 2017, https://www.history.com/topics/middle-east/history-of-israel. #Institute for Economics & Peace. Global Terrorism Index 2022: Measuring the Impact of Terrorism, Sydney, March 2022, http://visionofhumanity.org/resources, accessed 10 May 2022. #Khabib, Lina. “Abu Bakr Al-Baghdadi: What His Death Means for Isis in Syria.” Chatham House – International Affairs Think Tank, 31 Oct. 2019, https://www.chathamhouse.org/2019/10/abu-bakr-al-baghdadi-what-his-death-means-isis-syria. #Khomeini, Ruhollah. “Khomeini: ‘We Shall Confront the World with Our Ideology.’” MERIP, 8 May 2017, https://merip.org/1980/06/khomeini-we-shall-confront-the-world-with-our-ideology/. #McCann, Jaymi. “Timeline of What's Happened since the Soviet Union Invaded Afghanistan in 1979.” Inews.co.uk, 19 Aug. 2021, https://inews.co.uk/news/world/russia-afghanistan-why-invade-soviet-union-invasion-1979-timeline-what-happened-1156206. #Moore, John. “The Evolution of Islamic Terrorism - an Overview | Target America | Frontline.” PBS, Public Broadcasting Service, https://www.pbs.org/wgbh/pages/frontline/shows/target/etc/modern.html. #“The Noble Quran.” Quran.com, https://quran.com/. #Stephens, William, et al. “Preventing Violent Extremism: A Review of the Literature.” Studies in Conflict & Terrorism, vol. 44, no. 4, 2019, pp. 346–361., https://doi.org/10.1080/1057610x.2018.1543144. #Simons, Greg. “Islamic Extremism and the War for Hearts and Minds.” Global Affairs, vol. 2, no. 1, 11 Mar. 2016, pp. 91–99., https://doi.org/10.1080/23340460.2016.1152446. #Wijsen, Frans. “‘There Are Radical Muslims and Normal Muslims’: An Analysis of the Discourse on Islamic Extremism.” Religion, vol. 43, no. 1, 18 Dec. 2012, pp. 70–88., https://doi.org/10.1080/0048721x.2013.742745. #Writer, Staff. “Islam: The Quran Itself Preaches Violence against Nonbelievers.” The Florida Times-Union, Florida Times-Union, 3 Feb. 2015, https://www.jacksonville.com/story/opinion/columns/mike-clark/2015/02/03/islam-quran-itself-preaches-violence-against-nonbelievers/985431007/. [[Category:Atcovi's Work]] c3m0b4nqo60fsusnj4wq2ngp0od1rlx 2814667 2814666 2026-06-08T16:51:43Z Atcovi 276019 /* References */ annotated bibliography 2814667 wikitext text/x-wiki Islamic extremism is a term familiar to everyone in the world due to the extensive terror it has installed into common people. According to a 2014 article on BBC News, the British government defined Islamic extremism as a “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs” (Casciani, bbc.com). Although the definition states “British” values, we can assume that the values of the nation in question also apply equally to the quoted definition. Although a popular subject in regards to the safety of the commonfolk, the history, and solutions behind tackling Islamic extremism remains vague. In order to lessen the prevalence of Islamic extremist ideologies, we must welcome Muslims into diverse communities, cease military operations that put Muslims in danger, and not erroneously blame the religion of Islam. Researcher John Moore cites the creation of Israel in 1948 as the catalyst for anti-Western sentiment across the Middle East (John Moore, pbs.org). After the conclusion of WWII in 1945, a political movement amongst the Jews began to take action. This movement is known as Zionism. Zionists believed that they were entitled to a Jewish homeland in or near Jerusalem, a city considered holy by the Jews and Muslims. Zionists fled to Palestine and began to create settlements in the region, much to the opposition of the Arabs already living in Palestine. In May 1948, Israel officially declared an independent Jewish nation. In response, five Arab nations, Egypt, Jordan, Iraq, Syria, and Lebanon, invaded Israel, leading to the 1948 Arab-Israeli war. The war continued until a year later when a cease-fire agreement was observed by all parties. Israel remained an independent nation but certain regions, such as the West Bank and the Gaza Strip, were given to the Arab nations (History of Israel, history.com). Despite the 1949 Armistice Agreements, major conflicts continued to ensue following the war. With continued frustrations boiling and a mindset of “terrorism [being an] effective [way] in reaching political goals”, certain Palestinian factions resorted to terrorism (John Moore, pbs.org). One of these cases was the Munich massacre in the 1972 Summer Olympic games, where masked Palestinian terrorists took a number of Israeli Olympians hostage. The introduction of terroristic means to convey a message was not only limited to Palestine but spread to Egypt and Iran. The Egyptian Islamic Jihad group was created in the 1970s and remains active to this day, working extensively to create an Islamic state in Egypt. Post-religious revolution Iran backed the terroristic Hezbollah Shia extremist group, which has executed terrorist attacks on Israeli establishments internationally. Iran’s revolution proved to be a major catalyst in radical Islamic movements throughout the world. Soon after the Munich massacre in 1979, the last Shah (ruler) of Iran, Mohammed Reza Pahlavi, was overthrown by an anti-secular movement led by Imam Khomeini. This resulted in Iran turning into an Islamic republic whilst opposing Western policies and philosophies. Khomeini stated in a 1980 speech to the Islamic Republic of Iran that his nation was actively fighting “against the Western world — devourers led by America, Israel, and Zionism” (Khomeini, merip.org). Iran’s shocking revolution increased anti-Western sentiment and hatred for Western values, including secularism. America was seen as the center of the “western values” that Islamic extremism strictly opposed (secularism and democracy), in part due to its backing of Israel and the Pahlavi dynasty. This is proven by Khomeini’s coupling of “Shah and America” when referring to his Islamic clergy overthrowing the American-backed Pahlavi dynasty (Khomeini, merip.org). Nearby to Iran was Afghanistan, which was also dealing with an invasion by a major western power at around the same time as Iran’s revolution. In 1979, the Soviets invaded Afghanistan on the basis of Afghanistan’s government’s lack of Soviet support (following the killing of Afghani Soviet Union puppet Nur Mohammed Taraki), Afghanistan’s strategic location & fears of increased US sentiment. As a result of the war, it led to the “stimulat[ion] [of] the rise and expansion of terrorist groups” (John Moore, pbs.org). The war is said to have “war helped create the terrorist and extremist groups that are still in place today” as the anti-Soviet western governments (US, UK, China, etc.) financially supported the Mujahideen fighters (various Afghani opposition groups to Soviet rule) against the Soviet Union (McCann, inews.co.uk). Eventually, the Mujahideen fighters were able to rescue their county from Soviet rule but fell short of a massive civil war between various Afghani factions for power. In 1994, the Taliban emerged victoriously amongst the several Afghan factions and took control of the nation. The Taliban soon became the spearhead of Islamic-inspired terrorism, perpetrating the 1993 World Trade Center bombings and the 2001 Twin Tower attacks. In response to the latter attack, the US executed an unnecessary and damaging invasion of Iraq in 2003 - which only left Iraq in complete destruction. The US’ attempt at “democracy premotion” only worsen the hatred against the West that many of these extremist groups already possessed (anon, e-ir.info). One of these groups vastly motivated by the Iraqi Invasion was the Islamic State of Iraq & Al-Qaeda. Al-Qaeda was the group directly responsible for masterminding the 9/11 attacks. Osama bin Laden, the Afghani leader of the group, commanded his assailants to hijack commercial planes and fly them into the New York Twin Towers. Bin Laden’s attack was motivated by the “oppression and tyranny of the American/Israeli coalition … in Palestine and Lebanon” (bin Laden, aljazeera.com). The terrorist group continued to perpetuate various attacks, especially attacks with intent to cause sectarian rifts between Muslims, following the years of the US hunt for bin Laden. The group steadily has been declining ever since bin Laden’s death in 2011, but the group still continues to operate as a significant body as of 2022. The Islamic State (ISIS), on the other hand, was founded in 1999 in order to create sectarian rifts between the Muslims. ISIS swore allegiance to Al-Qaeda in 2004 and continued to fight for territorial power in Iraq. In the summer of 2014, ISIS successfully declared itself as a caliphate and controlled significant portions of the Levant. Despite short successes, the state started to lose territory in 2015 and eventually lost a major city, Mosul, in 2017. In late 2017, former Iranian president Hassan Rouhani declared ISIS to be defeated, and US President Donald Trump followed in pursuit a year later. In late 2019, ISIS leader Abu Bakr al-Baghdadi was humiliatingly defeated by Trump’s troops–effectively resulting in ISIS's significance, tyranny, and terror “over” (Khatib, chathamhouse.org). As of 2021, terrorist attacks are “a third of what they were” in comparison to 2015 (Global Terrorism Index, visionofhumanity.org). Although the militant groups behind Islamic extremism are either significantly weakened or completely gone, the ideology is still as relevant as ever. Albeit the vast decline in Islamic extremist attacks, the ideology is still very much a threat. This is proven by the fact that attacks from Islamic extremism have not been completely reduced. Despite the almost complete eradication of the Islamic State in Iraq, why is this violent ideology still relevant? To figure out the “why”, we must figure out the “how” behind the existence of this ideology. A Dutch study conducted by Radboud Uni professor Frans Wijsen on Tanzanian inter-communicative relations revealed that Muslims & Christian communities referred to one another as “relatives”, but what actually spawns extremism was the “international marginalization of Islam” (Wijsen, tandfonline.com). One participant blamed the restriction of Islamic worship in comparison to the Christians. As a result of such oppression, the extremists “make noise” (Wijsen, tandfonline.com). Tanzanian Muslims complain about being treated as “second-class citizens” by the government, inspiring Muslims to “fight for their rights” (Wijsen, tandfonline.com). This similar mindset of responding to oppression with widespread terror is mirrored in Michael H. Cunningham’s Wake of the Warrior, which was developed based on Cunningham’s real maritime experiences. The main character, Mubbaligh, is motivated by local speeches about “American imperialism” to commit a massive & deadly terrorist attack on American lands (Cunningham pg 14). One can hypothesize that American imperialism may refer to the extensive US involvement in the Middle East prior to the early 2000s as the book’s timespan is about 2003 to 2004. Another Dutch study conducted by Dutch researcher William Stephens mentions special consideration to “prejudice against Muslims” (Stephens, tandfonline.com). In Stephens’ explanation, the lack of coexistence between a Muslim youth’s identity to its religion & national identity (British, for example) can be room for an extremist mindset. What exacerbates this fuel for terror is a lack of teaching towards acceptance of both identities. According to Stephens, a “greater voice” should be given to Muslims and they should be taught to view themselves as “citizens with rights and responsibilities” (Stephens, tandfonline.com). This ensuing rage to fight for rights becomes so engrained in an extremist “dehumanizes anyone that is non-Muslim and Muslims that disagree”, according to former British Islamic extremist Adam Deen in an interview on Good Morning Britian (Deen, youtube.com). Deen explains that the extremist genuinely believes that they are “serving God”, which convinces them to perpetuate heinous crimes against innocent people–Muslim or not (Deen, youtube.com). Lastly, Deen acknowledges that these acts by terrorists are in “contradiction” with the core messages of Islam. Deen’s refusal to link Islam and violent extremism is supported by hostages’ accounts of Abu Sayyaf Islamic militants in the Philippines, who have commented that the fighters were “unfamiliar” with the Qur’an, the Islamic holy scripture (Bowden, theatlantic.com). Now that we’ve reviewed the history of Islamic extremism & the mindset of extremists, we can only conclude that the solution to this problem is to integrate Muslims into one’s community with full respect given to the Muslim’s religion. Muslims should feel welcomed in their respective communities so that there is no identity-crisis between their religion & nationality. Stephen encouraged the communities to maintain “social bonding[s]” between individuals in a community, which can serve as an efficient barrier to radicalization and alienation (Stephens, tandofline.com). Many of the Tanzanian Muslims and extremist Muslims over the decades have blamed the poor treatment by their government as to why they are resorting to violent methods. The invasions by Western powers, such as the USSR & USA, have served as a catalyst for extremist attacks. In addition to integrating Muslims into the common society, the governments of the world should put a complete stop to the invasions & oppressions in Muslim lands–such as for the US to completely withdraw its involvement in the Middle East. Although killings of innocent people is absolutely unacceptable, the rage that these extremists feel towards their people being oppressed in various parts of the world serve as an explanation for their crimes against humanity. Lastly, blaming Islam is only a way of alienatizing Muslims from the Western societies and aid in the fuel to Islamic extremism. Many misconceptions revolve around the religion of Islam itself being a direct source of extremism. Geert Wilders, an Islamaphobic Dutch politician, blames the Qur’an as a source of “intolerance, murder and terror” (Wilders, BBC News). In Wijsen’s study, a few Christians involved in the study made a “link between Islam and violence” (Wijsen, tandfonline.com). An opinion column by Mike Clark of The Florida Times-Union claims that the Qur’an commands its adherents to “convert you [non-Muslims] to Islam or kill you if you refuse to convert” (Clark, jacksonville.com). He uses verses from the Qur’an to supply his proof, quoting chapter 2, verse 121: “Then kill the disbelievers (non-Muslims) wherever you find them, capture them and besiege them” to justify throwing heinous adjectives towards the scriptures (Qur’an verse 2:121). Critics of Islam have used these verses as evidence that Islam is to be blamed for the acts of extremists. In fact, blaming and promoting hatred towards Islam not only serves as a catalyst for terrorism, but proves to be fruitless. The verse in question, 2:191 (chapter 2, verse 121), can easily be explained by looking at the previous verse, 2:190: “And fight in the way of Allah with those who fight against you” (Qur’an 2:120). In the Qur’an, God has clearly commanded his followers to fight in his way only in self-defence. As observed in the terrorist attacks perpetrated by Islamic terrorists, their attacks are aimed towards the general population–therefore not falling under the category of permissability in fighting. As for neutral non-believers (who are not actively pursuing Muslims), God has commanded the Muslims to adhere to their faith while the non-believers adhere to their own faith - separating Islam from kufr (disbelief). This is shown in Chapter 109. The critics of Islam are habitual in their grave misunderstanding of the Qur’an, plucking the verses of the holy scripture to fit their agenda. Unfortunately, this type of behaviour has spread to many of the general public - who hold such repulsive and disgusting attitudes towards Islam. In fact, God has stated in the Qur’an that the killing of an innocent is “as if he had slain mankind entirely”, which emphasizes the respect and good treatment that mankind needs to have with each other on a humanic level (Qur’an verse 5:32). How could someone claim that the Qur’an advocates for the unjust killings when it has verses encourage humanic cooperation? Surely, it is only a misguided view to believe Islam advocates for the unjust killings of innocents. Conclusively, Islamic extremism is by far one of the most deadlious ideologies to have rampant the world since the 1900s. After observing its history, we can easily see that the main motive of Islamic extremism is damaging & henious oppression committed by Western powers. The formation and maintenance of an invasive Israel, a power-hungry Soviet Union, and the US’ invasion of the Middle East have only given the fuel for these terroristical groups. To counter such problems, local communities must band together and welcome one another in order to avoid alienation and isolation. Lastly, blaming the religion of Islam only serves to be a red herring and avoid the true cause of the extremism. With mankind united against one enemy, we can keep our communities tight–one community at a time to assure our noble lands are protected from such vile, unacceptable cruelty. ==References== [[User:Atcovi/Islamic Extremism: A New Perspective & Proposal/Annotated Bibliography]] #Al Jazeera. “Full Transcript of Bin Ladin's Speech.” News | Al Jazeera, Al Jazeera, 1 Nov. 2004, https://www.aljazeera.com/news/2004/11/1/full-transcript-of-bin-ladins-speech. #Anon. “The US Invasion of Iraq: Failings and Consequences.” E-International Relations, 18 June 2019, https://www.e-ir.info/2011/08/01/why-did-the-united-states-invade-iraq-in-2003-and-what-went-wrong-with-the-subsequent-occupation-what-impact-has-the-war-had-on-us-foreign-policy/. #Bowden, Mark. “Jihadists in Paradise.” The Atlantic, Atlantic Media Company, 18 Dec. 2019, https://www.theatlantic.com/magazine/archive/2007/03/jihadists-in-paradise/305613/. #Casciani, Dominic. “How Do You Define Islamist Extremism?” BBC News, BBC, 10 June 2014, https://www.bbc.com/news/uk-27777892. #Cunningham, Michael H. Wake of the Warrior: Terrorism on the Coastal Waters of New England, Xlibris, Lexington, KY, 2010. #“Europe | Dutch Islam Film 'Nearly Ready'.” BBC News, BBC, 28 Feb. 2008, http://news.bbc.co.uk/2/hi/europe/7268618.stm. #Gibbs, Scott. “Islam and Islamic Extremism: An Existential Analysis.” Journal of Humanistic Psychology, vol. 45, no. 2, 2005, pp. 156–203., https://doi.org/10.1177/0022167805274728. #Good Morning Britain. “Ex-Islamic Extremist Adam Deen Says Terrorists Think They Are ‘Serving God’ | Good Morning Britain” YouTube, 24 May. 2017, https://www.youtube.com/watch?v=4e93rcFlMAA #History.com Editors. “Israel.” History.com, A&E Television Networks, 30 June 2017, https://www.history.com/topics/middle-east/history-of-israel. #Institute for Economics & Peace. Global Terrorism Index 2022: Measuring the Impact of Terrorism, Sydney, March 2022, http://visionofhumanity.org/resources, accessed 10 May 2022. #Khabib, Lina. “Abu Bakr Al-Baghdadi: What His Death Means for Isis in Syria.” Chatham House – International Affairs Think Tank, 31 Oct. 2019, https://www.chathamhouse.org/2019/10/abu-bakr-al-baghdadi-what-his-death-means-isis-syria. #Khomeini, Ruhollah. “Khomeini: ‘We Shall Confront the World with Our Ideology.’” MERIP, 8 May 2017, https://merip.org/1980/06/khomeini-we-shall-confront-the-world-with-our-ideology/. #McCann, Jaymi. “Timeline of What's Happened since the Soviet Union Invaded Afghanistan in 1979.” Inews.co.uk, 19 Aug. 2021, https://inews.co.uk/news/world/russia-afghanistan-why-invade-soviet-union-invasion-1979-timeline-what-happened-1156206. #Moore, John. “The Evolution of Islamic Terrorism - an Overview | Target America | Frontline.” PBS, Public Broadcasting Service, https://www.pbs.org/wgbh/pages/frontline/shows/target/etc/modern.html. #“The Noble Quran.” Quran.com, https://quran.com/. #Stephens, William, et al. “Preventing Violent Extremism: A Review of the Literature.” Studies in Conflict & Terrorism, vol. 44, no. 4, 2019, pp. 346–361., https://doi.org/10.1080/1057610x.2018.1543144. #Simons, Greg. “Islamic Extremism and the War for Hearts and Minds.” Global Affairs, vol. 2, no. 1, 11 Mar. 2016, pp. 91–99., https://doi.org/10.1080/23340460.2016.1152446. #Wijsen, Frans. “‘There Are Radical Muslims and Normal Muslims’: An Analysis of the Discourse on Islamic Extremism.” Religion, vol. 43, no. 1, 18 Dec. 2012, pp. 70–88., https://doi.org/10.1080/0048721x.2013.742745. #Writer, Staff. “Islam: The Quran Itself Preaches Violence against Nonbelievers.” The Florida Times-Union, Florida Times-Union, 3 Feb. 2015, https://www.jacksonville.com/story/opinion/columns/mike-clark/2015/02/03/islam-quran-itself-preaches-violence-against-nonbelievers/985431007/. [[Category:Atcovi's Work]] 0ku7w83s26vp685legxmnf6ltg9e4iv 0 285380 2814574 2813274 2026-06-08T14:03:26Z Young1lim 21186 /* Applications */ 2814574 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Address-of and de-reference operators ([[Media:C04.SA0.PtrOperator.1A.20260608.pdf |A.pdf]]) * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241121.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> evjtzpeargck551vnwx7cx01rk0h7gx 0 286004 2814733 2447038 2026-06-09T02:16:40Z Jtneill 10242 /* Different types of inspiration. */ Copyedit 2814733 wikitext text/x-wiki {{title|Inspiration:<br>What is inspiration, what causes it, what are its consequences, and how can it be fostered?}} {{MECR3|1=https://youtu.be/uLcFEGiKD5M}} __TOC__ ==Overview== Have you ever felt an urge to partake in an activity or self improvement which was stimulated by something you heard or saw? Alternatively, have you watched media and were stimulated to get up and perform a specific task? This may of been due to the effects of inspiration and how it can change the levels of certain chemicals in your body such as [[wikipedia:Cortisol|cortisol]]. If you're not sure what inspiration is, this book chapter was created to assist in the understanding of inspiration, what causes it, what the consequences are and how it can be fostered. This chapter focuses on defining inspiration to have a greater understanding of why and how it occurs. In order to understand inspiration and how it occurs, both biological and psychological perspectives are required to create a combined definition. The importance of understanding inspiration and how it occurs can be advantageous for personal gain and self growth, due to the benefits of adapting to an inspiration-seeking lifestyle (Buheji et al., 2014). {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is inspiration? * What causes it? * What are its consequences? * How can it be fostered? {{RoundBoxBottom}} ==What is inspiration? == [[File:Martin Luther King, Jr..jpg|thumb|''Figure 1:'' Martin Luther King (1929-1968) fought for African American equality and rights during the Civil Rights Movement from 1954 to 1968.{{ic|Explain the link to inspiration.}}]] Inspiration is a mental tool which has been around since the creation of human beings (Thrash et al., 2014). The driving factors of inspiration are created and formed by environmental factors such as sounds, smells and other peoples{{gr}} actions (Thrash et al., 2014). These environmental factors induce new feelings or ideas in ones{{gr}} self which cause the feeling of inspiration (Thrash et al., 2014). Inspiration has had little research in the past, due to the main focus and the overwhelming studies on [[wikipedia:Motivation|motivation]] as a whole (Thrash & Elliot, 2003). People themselves can be a great form of inspiration such as figures 1 and 2 (Thrash & Elliot, 2003). Inspiration can be brought upon ones{{gr}} self in many different ways such as music, media and observations of behaviours and others{{gr}} success (Hart, 1998). Inspiration has been proven to be detrimental to proactiveness and the evolution of the human race (Thrash & Elliot, 2003). Can you imagine a life without inspiration? The effects of inspiration can mould people into who they are today and can help shape their future pathways. Without inspiration, environmental stimulation would have minimal effect on the creation of new ideas, concepts and overall ingenuity (Buheji et al., 2014). {{example}} === Why is inspiration important? === Inspiration has been widely used in the past by a plethora of individuals to help better themselves (Thrash et al, 2014). Becoming inspired from other individuals can help better the world such as how Charles Darwin was widely influenced by a number of individuals such as his blood line and Thomas Malthus (Ruse, 2007). Thomas Malthus was an economist and helped Darwin understand the upwards changes in population and the requirements for sustainability with this growing population (Ruse, 2007). You may ask why this is important? The fact that Charles Darwin took inspiration from other individuals whom he looked up to proves that us, as people, can be sources of inspiration for others. Taking inspiration, whether from another individual or something as simple as a painting, can shape the way we influence the world and could turn out to be the ultimate decider in the paths we take in the future. Inspiration unknowingly has a major role in the paths we decide to take in life and the actions we decide to partake in (Gowlett et al., 2012). === How can inspiration be fostered? === Inspiration is a very important tool when it comes to the success of an individual and for the individual to be able to reach their fullest potential (Thrash et al., 2014). Observations are one of the most important aspects of gaining inspiration due to the abundance of visual stimuli which is changing habitually (Buheji et al., 2014). An inspiration-seeking lifestyle can be fostered by observing others and analysing how their actions or ideas can help you better yourself. It is important to live an inspiration-seeking lifestyle in order to help individuals reach their fullest potential and to contribute to [[wikipedia:Human_evolution|human evolution]] (Gowlett et al., 2012). Overall, it is important to foster the concepts of inspiration and to live an inspiration seeking lifestyle in order to benefit yourself and your community. == Types of inspiration == Inspiration can be understood by unpacking two different types of inspiration to conceptualise the importance of both individual types of inspiration (Trash et al., 2014): # Passive inspiration # Active inspiration === Passive inspiration === Passive inspiration refers to the consumption of ideas and contributions of other people for personal gain/growth (Hymer, 1990). Passive inspiration can be brought upon by watching others, watching videos of visual creations such as YouTube and or simply by people watching (Hymer, 1990). A negative of passive inspiration is that it does not last as long as active inspiration and it is hard to force, but comes upon ones{{gr}} self in a more natural manner (Hymer, 1990). Have you noticed that observations of other individuals make you want to perform certain actions? This is the effects of passive inspiration and proves that these concepts are effective and useful for everyday use. {{RoundBoxTop|theme=3}} Case Study Billy is watching a YouTube video on earning money and suddenly realises he could save up and buy the newest remote controlled race car. Billy decides to create a lemonade stand and to start selling lemonade to make a few dollars in order to save up for the remote controlled race car. {{RoundBoxBottom}} [[File:Mahatma Gandhi Portrayal.jpg|thumb|''Figure 2'': Mahatma Gandhi (1869 - 1948) has been used by many, such as world leaders and scientist as a source of inspiration. ]] === Active inspiration === Active inspiration is formed by creating new things such as making mistakes and learning new ways to fix the problem and to overcome the obstacle (Thrash et al., 2014). Active inspiration is the result of actions, not the causation of actions. Taking action has been proven to form a longer lasting feeling of inspiration, therefore active inspiration is more commonly longer lasting than passive inspiration{{fact}}. Active inspiration is believed to be brought upon ones{{gr}} self by three basic principles. These principles are evocation, transcendence and approach motivation (Harmon-Jones et al., 2013). {{ic|Add table caption}} {| class="wikitable" |Evocation |The act of bringing or recalling information or previous events to mind {{example}} |- |Transcendence |The literal meaning of transcendence is "climbing or going beyond". Pushing past thresholds and expectations of self. {{example}} |- |Approach Motivation |The goal or target reinforced by positive stimuli such as self improvement, rewards and more. {{example}} |} The application of evocation, transcendence and approach motivation in combination with each other allow us to understand the applications and steps behind the use of active inspiration (Harmon-Jones et al., 2013). The key differences between active and passive inspiration is that active inspiration is not created by the consumption of ideas, but rather by the results of actions. An example of active inspiration is when an individual tries their hardest to perform a task, but instead of becoming un-motivated, they become inspired and determined to perform the task better the second time. {{RoundBoxTop|theme=3}} Case Study Timmy is a 6 year old boy who loves exploring and playing with his friends. One day Timmy decides to go for a bike ride on his tricycle on a track out the back of his house. Timmy has walked the track countless times but does not compensate for the extra weight and un-stability of the tricycle. Half way down the track, Timmy gains momentum and is tripped up by a root he has never seen before. Timmy has become inspired to become a better rider and to not be tripped up again. {{RoundBoxBottom}} <quiz display="simple"> {Timmy's mistake of failing to adapt to the weight and size differences of a tricycle inspired him to do better: |type="()"} + True - False {Was Timmy's inspiration caused by Passive or Active inspiration? |type="()"} - Passive + Active </quiz> == Difference between inspiration and motivation == Motivation can be easily confused with the dimensions of inspiration (Sekhar et al., 2013). Both inspiration and motivation are factors which cause us to want to achieve a goal, accomplish tasks or better ourselves. Motivation is seen as "a state of mind" and a driving force which is used to overcome tasks and to reach out full potential (Sekhar et al., 2013) The driving factors of motivation are self protection, self esteem, rewards, love and many more (Sekhar et al., 2013). On the other hand, when we are inspired, we experience positive feelings such as happiness which derive from either active or passive inspiration (Thrash et al., 2014). One of the benefits of inspiration when compared to motivation is that the effects last longer. This is due to inspiration coming from within, unlike how motivation comes from outside. The importance of inspiration having a long lasting effect is monumental in aiding in productiveness and activeness. Inspiration has been found to more commonly be spontaneous, whereas on the other hand, motivation is more of a deliberate act (Hymer, 1990). Some of the factors which can evoke feelings of motivation are [[wikipedia:Expectation_(epistemic)|expectations]] and [[wikipedia:Obligation|obligations]]. Expectations and obligations, in this case, are the driving force which brings upon motivation to ones mind{{rewrite}}. On the contrary, inspiration is more naturally occurring{{fact}}. {{RoundBoxTop|theme=3}}Case studies and reflective question Ben and Rebecca live together in a small town. Ben is a local dairy farmer who produces milk for consumption. Ben was driving though town one day and saw that another local dairy farmer was implementing the sale of cheese for extra revenue. Ben had a vision that he could do the same and was overwhelmed with happiness and excitement. Ben decided to start selling cheese on the side for extra cash which was a hit. Rebecca was a stay at home mum. When her children had started school Rebecca no longer needed to stay at home and support her children during the day. Rebecca decided to apply and return to university to complete her honours in psychology. Rebecca loved the feeling of accomplishment and stated that "praise is the driving factor for me". Questions: # Out of these two case studies, which one demonstrates the feeling of inspiration and which one displays motivation? # What are the driving factors behind motivation and inspiration in the identified case studies? # Can you think of a time when you were inspired or motivated? {{ic|Include answers somewhere e.g., on a subpage or at the end?}} {{RoundBoxBottom}} == Physiological cause of inspiration == Inspiration has been found to occur in the [[wikipedia:Superior_temporal_gyrus|anterior superior temporal gyrus]] and is brought upon by a wave or an uprising in [[wikipedia:Gamma_wave|gamma waves]] (Chan et al., 2014). These gamma waves are believed to be created in the [[wikipedia:Visual_cortex|visual cortex]] due to visual stimuli and other factors such as the visuospatial sketchpad (Roberts et al., 2019). This stimulation of the anterior superior temporal gyrus and the creation of gamma waves prove that inspiration is stimulated by external environmental factors which ultimately create a physiological response (Chan et al., 2014). Inspiration can be caused by a plethora of factors. [[wikipedia:Neurotransmitter|Neurotransmitters]] such as cortisol and [[wikipedia:Dopamine|dopamine]] have an enormous impact on the moods in which we feel. It is believed that inspiration causes an influx of the "happy" neurotransmitters while, in contrast, stress is the opposite and causes an influx of "negative" neurotransmitters.{{fact}} === Anterior superior temporal gyrus === {{ic|Add an anatomical image}} The anterior superior temporal gyrus is located in the temporal lobe of the human brain (Yi et al., 2019). There are 4 different gyri located in the brain, which in combination, are most commonly known for their role in word recognition (Chang et al., 2010). Karl Wernicke had found evidence of the existence of a higher level function of the gyri, which is believed to be where inspiration occurs (Ardila et al., 2016). The supporting evidence that the processes of inspiration occur in the gyri of a healthy human brain prove that humans are born with the capabilities of becoming inspired and inspiring others. === Neurotransmitters === Neurotransmitters are our bodies{{gr}} way of chemically communicating with different regions of the body (Kavalali, 2015). Neurotransmitter{{gr}} are crucial in communication but can also change the way we feel, such as how cortisol aids in controlling levels of stress and levels of fear (Dusenberg et al., 2016). Neurotransmitters are crucial in the creation of a healthy, working body, and the effects they have on the systems of the body such as cardiovascular system and how [[wikipedia:Norepinephrine|norepinephrine]] can increase blood pressure and heart rate (Kavalali, 2015). In terms of inspiration, neurotransmitters are believed to influence the way we feel when we are inspired and to make inspiration more "attractive" to the body and self (Thrash et al., 2014). ==Conclusion== Research on inspiration is continuing to grow to this day. This chapter provided information on the current studies and theories of inspiration to provide a clearer understanding of the topic. Inspiration is a great tool to use for self improvement and many more factors. Proof that there are different types of inspiration is crucial to understanding the different dimensions of inspiration so that it can be used for personal growth. The key concepts such as the physiological dimensions of inspiration can not be overlooked as it is important to note that inspiration has biological processes and is available for use. Inspiration is a fundamental part of human behaviour and many people seek to inspire others. The take home messages of this book chapter are that inspiration, when taking advantage of the functions, can be used for personal growth and also can have a detrimental impact {{{how}} on an individuals{{gr}} future and human evolution. ==See also== * [[Motivation and emotion/Book/2011/Work motivation and work satisfaction|Work motivation and work satisfaction: How they can be enhanced?]] (Book chapter, 2011) * [[wikipedia:Artistic_inspiration|Artistic inspiration]] (Wikipedia) * [[Motivation and emotion/Book/2011/Exercise motivation|Exercise motivation]] (Book chapter, 2011) ==References== {{Hanging indent|1= Ardila, A., Bernal, B., & Rosselli, M. (2016). The role of Wernicke's area in language comprehension. Psychology & Neuroscience, 9(3), 340. https://psycnet.apa.org/doi/10.1037/pne0000060 Buheji, M., Saif, Z., & Jahrami, H. (2014). Why Inspiration Matters?. Journal of inspiration economy, 1(1), 11-20. Chan, A. M., Dykstra, A. R., Jayaram, V., Leonard, M. K., Travis, K. E., Gygi, B., ... & Cash, S. S. (2014). Speech-specific tuning of neurons in human superior temporal gyrus. Cerebral Cortex, 24(10), 2679-2693. https://doi.org/10.1093/cercor/bht127 Chang, E. F., Rieger, J. W., Johnson, K., Berger, M. S., Barbaro, N. M., & Knight, R. T. (2010). Categorical speech representation in human superior temporal gyrus. Nature neuroscience, 13(11), 1428-1432. https://doi.org/10.1038/nn.2641 Duesenberg, M., Weber, J., Schulze, L., Schaeuffele, C., Roepke, S., Hellmann-Regen, J., ... & Wingenfeld, K. (2016). Does cortisol modulate emotion recognition and empathy?. Psychoneuroendocrinology, 66, 221-227. https://doi.org/10.1016/j.psyneuen.2016.01.011 Gowlett, J., Gamble, C., & Dunbar, R. (2012). Human evolution and the archaeology of the social brain. Current Anthropology, 53(6), 693-722. https://doi.org/10.1086/667994 Harmon-Jones, E., Harmon-Jones, C., & Price, T. F. (2013). What is approach motivation?. Emotion Review, 5(3), 291-295. https://doi.org/10.1177/1754073913477509 Hart, T. (1998). Inspiration: Exploring the experience and its meaning. Journal of Humanistic Psychology, 38(3), 7-35. https://doi.org/10.1177/00221678980383002 Hymer, S. (1990). On inspiration. The Psychotherapy Patient, 6(3-4), 17-38. https://doi.org/10.1300/J358v06n03_02 Kavalali, E. T. (2015). The mechanisms and functions of spontaneous neurotransmitter release. Nature Reviews Neuroscience, 16(1), 5-16. https://doi.org/10.1038/nrn3875 Roberts, J. A., Gollo, L. L., Abeysuriya, R. G., Roberts, G., Mitchell, P. B., Woolrich, M. W., & Breakspear, M. (2019). Metastable brain waves. Nature communications, 10(1), 1-17. https://doi.org/10.1038/s41467-019-08999-0 Ruse, M. (2007). Charles Darwin. In Philosophy of Biology (pp. 1-35). North-Holland. https://doi.org/10.1016/B978-044451543-8/50003-4 Sekhar, C., Patwardhan, M., & Singh, R. K. (2013). A literature review on motivation. Global business perspectives, 1(4), 471-487. https://doi.org/10.1007/s40196-013-0028-1 Thrash, T. M., & Elliot, A. J. (2003). Inspiration as a psychological construct. Journal of personality and social psychology, 84(4), 871. https://doi.org/10.1037/0022-3514.84.4.871 Thrash, T.M., Moldovan, E.G., Oleynick, V.C. and Maruskin, L.A. (2014), The Psychology of Inspiration. Social and Personality Psychology Compass, 8: 495-510. https://doi.org/10.1111/spc3.12127 Yi, H. G., Leonard, M. K., & Chang, E. F. (2019). The encoding of speech sounds in the superior temporal gyrus. Neuron, 102(6), 1096-1110. https://doi.org/10.1016/j.neuron.2019.04.023 }} ==External links== * [https://www.lifehack.org/articles/communication/20-ways-inspire-people-around-you.html The simplest ways to inspire people and change their life] (lifehack.org) * [https://www.youtube.com/watch?v=J5btdcBi6n8 What is inspiration? Explained in 2 minutes] (youtube) * [https://www.verywellmind.com/great-psychology-quotes-2795695 6 great inspirational psychology quotes] (verywellmind.com) * [https://becomeunconditional.com/8-ways-to-become-inspired/#:~:text=8%20Ways%20To%20Become%20Inspired%201%201.%20Develop,...%208%208.%20Share%20Your%20Inspiration%20With%20Others 8 ways to become inspired] (becomeunconditional.com) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Positive psychology]] 678grauoj31aky70nezbmqc40rn1ofm 2814734 2814733 2026-06-09T02:21:16Z Jtneill 10242 Adjust categories 2814734 wikitext text/x-wiki {{title|Inspiration:<br>What is inspiration, what causes it, what are its consequences, and how can it be fostered?}} {{MECR3|1=https://youtu.be/uLcFEGiKD5M}} __TOC__ ==Overview== Have you ever felt an urge to partake in an activity or self improvement which was stimulated by something you heard or saw? Alternatively, have you watched media and were stimulated to get up and perform a specific task? This may of been due to the effects of inspiration and how it can change the levels of certain chemicals in your body such as [[wikipedia:Cortisol|cortisol]]. If you're not sure what inspiration is, this book chapter was created to assist in the understanding of inspiration, what causes it, what the consequences are and how it can be fostered. This chapter focuses on defining inspiration to have a greater understanding of why and how it occurs. In order to understand inspiration and how it occurs, both biological and psychological perspectives are required to create a combined definition. The importance of understanding inspiration and how it occurs can be advantageous for personal gain and self growth, due to the benefits of adapting to an inspiration-seeking lifestyle (Buheji et al., 2014). {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is inspiration? * What causes it? * What are its consequences? * How can it be fostered? {{RoundBoxBottom}} ==What is inspiration? == [[File:Martin Luther King, Jr..jpg|thumb|''Figure 1:'' Martin Luther King (1929-1968) fought for African American equality and rights during the Civil Rights Movement from 1954 to 1968.{{ic|Explain the link to inspiration.}}]] Inspiration is a mental tool which has been around since the creation of human beings (Thrash et al., 2014). The driving factors of inspiration are created and formed by environmental factors such as sounds, smells and other peoples{{gr}} actions (Thrash et al., 2014). These environmental factors induce new feelings or ideas in ones{{gr}} self which cause the feeling of inspiration (Thrash et al., 2014). Inspiration has had little research in the past, due to the main focus and the overwhelming studies on [[wikipedia:Motivation|motivation]] as a whole (Thrash & Elliot, 2003). People themselves can be a great form of inspiration such as figures 1 and 2 (Thrash & Elliot, 2003). Inspiration can be brought upon ones{{gr}} self in many different ways such as music, media and observations of behaviours and others{{gr}} success (Hart, 1998). Inspiration has been proven to be detrimental to proactiveness and the evolution of the human race (Thrash & Elliot, 2003). Can you imagine a life without inspiration? The effects of inspiration can mould people into who they are today and can help shape their future pathways. Without inspiration, environmental stimulation would have minimal effect on the creation of new ideas, concepts and overall ingenuity (Buheji et al., 2014). {{example}} === Why is inspiration important? === Inspiration has been widely used in the past by a plethora of individuals to help better themselves (Thrash et al, 2014). Becoming inspired from other individuals can help better the world such as how Charles Darwin was widely influenced by a number of individuals such as his blood line and Thomas Malthus (Ruse, 2007). Thomas Malthus was an economist and helped Darwin understand the upwards changes in population and the requirements for sustainability with this growing population (Ruse, 2007). You may ask why this is important? The fact that Charles Darwin took inspiration from other individuals whom he looked up to proves that us, as people, can be sources of inspiration for others. Taking inspiration, whether from another individual or something as simple as a painting, can shape the way we influence the world and could turn out to be the ultimate decider in the paths we take in the future. Inspiration unknowingly has a major role in the paths we decide to take in life and the actions we decide to partake in (Gowlett et al., 2012). === How can inspiration be fostered? === Inspiration is a very important tool when it comes to the success of an individual and for the individual to be able to reach their fullest potential (Thrash et al., 2014). Observations are one of the most important aspects of gaining inspiration due to the abundance of visual stimuli which is changing habitually (Buheji et al., 2014). An inspiration-seeking lifestyle can be fostered by observing others and analysing how their actions or ideas can help you better yourself. It is important to live an inspiration-seeking lifestyle in order to help individuals reach their fullest potential and to contribute to [[wikipedia:Human_evolution|human evolution]] (Gowlett et al., 2012). Overall, it is important to foster the concepts of inspiration and to live an inspiration seeking lifestyle in order to benefit yourself and your community. == Types of inspiration == Inspiration can be understood by unpacking two different types of inspiration to conceptualise the importance of both individual types of inspiration (Trash et al., 2014): # Passive inspiration # Active inspiration === Passive inspiration === Passive inspiration refers to the consumption of ideas and contributions of other people for personal gain/growth (Hymer, 1990). Passive inspiration can be brought upon by watching others, watching videos of visual creations such as YouTube and or simply by people watching (Hymer, 1990). A negative of passive inspiration is that it does not last as long as active inspiration and it is hard to force, but comes upon ones{{gr}} self in a more natural manner (Hymer, 1990). Have you noticed that observations of other individuals make you want to perform certain actions? This is the effects of passive inspiration and proves that these concepts are effective and useful for everyday use. {{RoundBoxTop|theme=3}} Case Study Billy is watching a YouTube video on earning money and suddenly realises he could save up and buy the newest remote controlled race car. Billy decides to create a lemonade stand and to start selling lemonade to make a few dollars in order to save up for the remote controlled race car. {{RoundBoxBottom}} [[File:Mahatma Gandhi Portrayal.jpg|thumb|''Figure 2'': Mahatma Gandhi (1869 - 1948) has been used by many, such as world leaders and scientist as a source of inspiration. ]] === Active inspiration === Active inspiration is formed by creating new things such as making mistakes and learning new ways to fix the problem and to overcome the obstacle (Thrash et al., 2014). Active inspiration is the result of actions, not the causation of actions. Taking action has been proven to form a longer lasting feeling of inspiration, therefore active inspiration is more commonly longer lasting than passive inspiration{{fact}}. Active inspiration is believed to be brought upon ones{{gr}} self by three basic principles. These principles are evocation, transcendence and approach motivation (Harmon-Jones et al., 2013). {{ic|Add table caption}} {| class="wikitable" |Evocation |The act of bringing or recalling information or previous events to mind {{example}} |- |Transcendence |The literal meaning of transcendence is "climbing or going beyond". Pushing past thresholds and expectations of self. {{example}} |- |Approach Motivation |The goal or target reinforced by positive stimuli such as self improvement, rewards and more. {{example}} |} The application of evocation, transcendence and approach motivation in combination with each other allow us to understand the applications and steps behind the use of active inspiration (Harmon-Jones et al., 2013). The key differences between active and passive inspiration is that active inspiration is not created by the consumption of ideas, but rather by the results of actions. An example of active inspiration is when an individual tries their hardest to perform a task, but instead of becoming un-motivated, they become inspired and determined to perform the task better the second time. {{RoundBoxTop|theme=3}} Case Study Timmy is a 6 year old boy who loves exploring and playing with his friends. One day Timmy decides to go for a bike ride on his tricycle on a track out the back of his house. Timmy has walked the track countless times but does not compensate for the extra weight and un-stability of the tricycle. Half way down the track, Timmy gains momentum and is tripped up by a root he has never seen before. Timmy has become inspired to become a better rider and to not be tripped up again. {{RoundBoxBottom}} <quiz display="simple"> {Timmy's mistake of failing to adapt to the weight and size differences of a tricycle inspired him to do better: |type="()"} + True - False {Was Timmy's inspiration caused by Passive or Active inspiration? |type="()"} - Passive + Active </quiz> == Difference between inspiration and motivation == Motivation can be easily confused with the dimensions of inspiration (Sekhar et al., 2013). Both inspiration and motivation are factors which cause us to want to achieve a goal, accomplish tasks or better ourselves. Motivation is seen as "a state of mind" and a driving force which is used to overcome tasks and to reach out full potential (Sekhar et al., 2013) The driving factors of motivation are self protection, self esteem, rewards, love and many more (Sekhar et al., 2013). On the other hand, when we are inspired, we experience positive feelings such as happiness which derive from either active or passive inspiration (Thrash et al., 2014). One of the benefits of inspiration when compared to motivation is that the effects last longer. This is due to inspiration coming from within, unlike how motivation comes from outside. The importance of inspiration having a long lasting effect is monumental in aiding in productiveness and activeness. Inspiration has been found to more commonly be spontaneous, whereas on the other hand, motivation is more of a deliberate act (Hymer, 1990). Some of the factors which can evoke feelings of motivation are [[wikipedia:Expectation_(epistemic)|expectations]] and [[wikipedia:Obligation|obligations]]. Expectations and obligations, in this case, are the driving force which brings upon motivation to ones mind{{rewrite}}. On the contrary, inspiration is more naturally occurring{{fact}}. {{RoundBoxTop|theme=3}}Case studies and reflective question Ben and Rebecca live together in a small town. Ben is a local dairy farmer who produces milk for consumption. Ben was driving though town one day and saw that another local dairy farmer was implementing the sale of cheese for extra revenue. Ben had a vision that he could do the same and was overwhelmed with happiness and excitement. Ben decided to start selling cheese on the side for extra cash which was a hit. Rebecca was a stay at home mum. When her children had started school Rebecca no longer needed to stay at home and support her children during the day. Rebecca decided to apply and return to university to complete her honours in psychology. Rebecca loved the feeling of accomplishment and stated that "praise is the driving factor for me". Questions: # Out of these two case studies, which one demonstrates the feeling of inspiration and which one displays motivation? # What are the driving factors behind motivation and inspiration in the identified case studies? # Can you think of a time when you were inspired or motivated? {{ic|Include answers somewhere e.g., on a subpage or at the end?}} {{RoundBoxBottom}} == Physiological cause of inspiration == Inspiration has been found to occur in the [[wikipedia:Superior_temporal_gyrus|anterior superior temporal gyrus]] and is brought upon by a wave or an uprising in [[wikipedia:Gamma_wave|gamma waves]] (Chan et al., 2014). These gamma waves are believed to be created in the [[wikipedia:Visual_cortex|visual cortex]] due to visual stimuli and other factors such as the visuospatial sketchpad (Roberts et al., 2019). This stimulation of the anterior superior temporal gyrus and the creation of gamma waves prove that inspiration is stimulated by external environmental factors which ultimately create a physiological response (Chan et al., 2014). Inspiration can be caused by a plethora of factors. [[wikipedia:Neurotransmitter|Neurotransmitters]] such as cortisol and [[wikipedia:Dopamine|dopamine]] have an enormous impact on the moods in which we feel. It is believed that inspiration causes an influx of the "happy" neurotransmitters while, in contrast, stress is the opposite and causes an influx of "negative" neurotransmitters.{{fact}} === Anterior superior temporal gyrus === {{ic|Add an anatomical image}} The anterior superior temporal gyrus is located in the temporal lobe of the human brain (Yi et al., 2019). There are 4 different gyri located in the brain, which in combination, are most commonly known for their role in word recognition (Chang et al., 2010). Karl Wernicke had found evidence of the existence of a higher level function of the gyri, which is believed to be where inspiration occurs (Ardila et al., 2016). The supporting evidence that the processes of inspiration occur in the gyri of a healthy human brain prove that humans are born with the capabilities of becoming inspired and inspiring others. === Neurotransmitters === Neurotransmitters are our bodies{{gr}} way of chemically communicating with different regions of the body (Kavalali, 2015). Neurotransmitter{{gr}} are crucial in communication but can also change the way we feel, such as how cortisol aids in controlling levels of stress and levels of fear (Dusenberg et al., 2016). Neurotransmitters are crucial in the creation of a healthy, working body, and the effects they have on the systems of the body such as cardiovascular system and how [[wikipedia:Norepinephrine|norepinephrine]] can increase blood pressure and heart rate (Kavalali, 2015). In terms of inspiration, neurotransmitters are believed to influence the way we feel when we are inspired and to make inspiration more "attractive" to the body and self (Thrash et al., 2014). ==Conclusion== Research on inspiration is continuing to grow to this day. This chapter provided information on the current studies and theories of inspiration to provide a clearer understanding of the topic. Inspiration is a great tool to use for self improvement and many more factors. Proof that there are different types of inspiration is crucial to understanding the different dimensions of inspiration so that it can be used for personal growth. The key concepts such as the physiological dimensions of inspiration can not be overlooked as it is important to note that inspiration has biological processes and is available for use. Inspiration is a fundamental part of human behaviour and many people seek to inspire others. The take home messages of this book chapter are that inspiration, when taking advantage of the functions, can be used for personal growth and also can have a detrimental impact {{{how}} on an individuals{{gr}} future and human evolution. ==See also== * [[Motivation and emotion/Book/2011/Work motivation and work satisfaction|Work motivation and work satisfaction: How they can be enhanced?]] (Book chapter, 2011) * [[wikipedia:Artistic_inspiration|Artistic inspiration]] (Wikipedia) * [[Motivation and emotion/Book/2011/Exercise motivation|Exercise motivation]] (Book chapter, 2011) ==References== {{Hanging indent|1= Ardila, A., Bernal, B., & Rosselli, M. (2016). The role of Wernicke's area in language comprehension. Psychology & Neuroscience, 9(3), 340. https://psycnet.apa.org/doi/10.1037/pne0000060 Buheji, M., Saif, Z., & Jahrami, H. (2014). Why Inspiration Matters?. Journal of inspiration economy, 1(1), 11-20. Chan, A. M., Dykstra, A. R., Jayaram, V., Leonard, M. K., Travis, K. E., Gygi, B., ... & Cash, S. S. (2014). Speech-specific tuning of neurons in human superior temporal gyrus. Cerebral Cortex, 24(10), 2679-2693. https://doi.org/10.1093/cercor/bht127 Chang, E. F., Rieger, J. W., Johnson, K., Berger, M. S., Barbaro, N. M., & Knight, R. T. (2010). Categorical speech representation in human superior temporal gyrus. Nature neuroscience, 13(11), 1428-1432. https://doi.org/10.1038/nn.2641 Duesenberg, M., Weber, J., Schulze, L., Schaeuffele, C., Roepke, S., Hellmann-Regen, J., ... & Wingenfeld, K. (2016). Does cortisol modulate emotion recognition and empathy?. Psychoneuroendocrinology, 66, 221-227. https://doi.org/10.1016/j.psyneuen.2016.01.011 Gowlett, J., Gamble, C., & Dunbar, R. (2012). Human evolution and the archaeology of the social brain. Current Anthropology, 53(6), 693-722. https://doi.org/10.1086/667994 Harmon-Jones, E., Harmon-Jones, C., & Price, T. F. (2013). What is approach motivation?. Emotion Review, 5(3), 291-295. https://doi.org/10.1177/1754073913477509 Hart, T. (1998). Inspiration: Exploring the experience and its meaning. Journal of Humanistic Psychology, 38(3), 7-35. https://doi.org/10.1177/00221678980383002 Hymer, S. (1990). On inspiration. The Psychotherapy Patient, 6(3-4), 17-38. https://doi.org/10.1300/J358v06n03_02 Kavalali, E. T. (2015). The mechanisms and functions of spontaneous neurotransmitter release. Nature Reviews Neuroscience, 16(1), 5-16. https://doi.org/10.1038/nrn3875 Roberts, J. A., Gollo, L. L., Abeysuriya, R. G., Roberts, G., Mitchell, P. B., Woolrich, M. W., & Breakspear, M. (2019). Metastable brain waves. Nature communications, 10(1), 1-17. https://doi.org/10.1038/s41467-019-08999-0 Ruse, M. (2007). Charles Darwin. In Philosophy of Biology (pp. 1-35). North-Holland. https://doi.org/10.1016/B978-044451543-8/50003-4 Sekhar, C., Patwardhan, M., & Singh, R. K. (2013). A literature review on motivation. Global business perspectives, 1(4), 471-487. https://doi.org/10.1007/s40196-013-0028-1 Thrash, T. M., & Elliot, A. J. (2003). Inspiration as a psychological construct. Journal of personality and social psychology, 84(4), 871. https://doi.org/10.1037/0022-3514.84.4.871 Thrash, T.M., Moldovan, E.G., Oleynick, V.C. and Maruskin, L.A. (2014), The Psychology of Inspiration. Social and Personality Psychology Compass, 8: 495-510. https://doi.org/10.1111/spc3.12127 Yi, H. G., Leonard, M. K., & Chang, E. F. (2019). The encoding of speech sounds in the superior temporal gyrus. Neuron, 102(6), 1096-1110. https://doi.org/10.1016/j.neuron.2019.04.023 }} ==External links== * [https://www.lifehack.org/articles/communication/20-ways-inspire-people-around-you.html The simplest ways to inspire people and change their life] (lifehack.org) * [https://www.youtube.com/watch?v=J5btdcBi6n8 What is inspiration? Explained in 2 minutes] (youtube) * [https://www.verywellmind.com/great-psychology-quotes-2795695 6 great inspirational psychology quotes] (verywellmind.com) * [https://becomeunconditional.com/8-ways-to-become-inspired/#:~:text=8%20Ways%20To%20Become%20Inspired%201%201.%20Develop,...%208%208.%20Share%20Your%20Inspiration%20With%20Others 8 ways to become inspired] (becomeunconditional.com) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Inspiration]] fcgfrgn4n8eybs30ldt4tfsronb3pyf 0 296268 2814552 2786660 2026-06-08T12:57:58Z Sylvain Ribault 2127778 /* Various issues */ 2814552 wikitext text/x-wiki [[w:Two-dimensional_conformal_field_theory|Two-dimensional conformal field theory]] has been an active topic of research since the 1980s, with applications to [[w:statistical physics|statistical physics]] and [[w:quantum gravity|quantum gravity]]. == Big questions == === CFT description of some particular systems === 1. Is [[w:diffusion-limited aggregation|diffusion-limited aggregation]] in two dimensions conformally invariant? If yes, which CFT describes it? 2. Which CFT describes [[w:Kardar-Parisi-Zhang equation|KPZ]] [[w:surface growth|surface growth]]? 3. Which CFT describes the infrared limit of <math>N</math> coupled <math>Q</math>-state [[w:Potts model|Potts models]] in 2d, coupled by the energy, with <math>N\neq 1,2</math> and <math>2<Q<4</math>? === Space of CFTs === 4. For compact unitary Virasoro-CFTs with <math>c>1</math>, which values of the central charge <math>c</math> are possible? 5. Are there compact unitary CFTs with <math>c\in\mathbb{Q}</math> that are neither rational, nor exactly marginal deformations of rational CFTs? 6. Are there exactly solvable non-diagonal Virasoro-CFTs with <math>c\geq 25</math>? See [[Virasoro CFTs with a large central charge]]. == Technical problems == === Algebraic structures and conformal blocks === * [[Virasoro conformal blocks at rational central charge]]. * Prove Zamolodchikov's recursive representation of [[w:Virasoro conformal block]]s. (See Section 4.3 of ref.<ref name="rib24"/>) Related issue: prove the [[convergence of Virasoro conformal blocks]]. * Define an interchiral algebra that leads to the known interchiral representations and interchiral conformal blocks. (See Section 4.2 of ref.<ref name="rib24"/>) * Compute the fusion product of representations of the affine Lie algebra <math>\hat{\mathfrak{s\ell}}_2</math>, including the representations that appear in the <math>SL_2(\mathbb{R})</math> [[w:Wess-Zumino-Witten model]], and the degenerate representations needed to bootstrap that model. (See Section 4.4.3 of ref.<ref name="rib14"/> and ref.<ref name="sto22"/>) === Solving specific CFTs === * [[Boundary Liouville theory]] with <math>c\leq 1</math>. * [[Conformal Toda theory]]. * Generalized D-series minimal models, i.e. non-rational limits of D-series minimal models, see [[Solvable non-diagonal 2d CFTs]]. * [[Solving the SL(2,R) WZW model]]. * Logarithmic minimal models are believed to exist at rational central charges, with primary fields in the extended Kac table. They might be constructed as limits of generalized minimal models.<ref name="rib18"/> * Solve the random bond Q-state Potts model, by formulating it as a loop model, and generalizing the approach of Ref.<ref name="rib24"/> === Various issues === * Compute correlation numbers in critical loop models. This means compute the integral over moduli of a product of loop model 4-point functions of diagonal fields, times Liouville 4-point functions, such that the central charges sum to 26 and the conformal dimensions sum to 1. This was already done for the case Liouville<math>\times</math>Liouville, called the Virasoro minimal string.<ref name="kl25"/> In our case, the result should also depend on parameters associated to combinatorial defects. Critical loop models are not fully solved, but the known properties of structure constants might be enough for doing the calculation. One could start with correlation numbers in the free bosonic CFT. * [[Computing entanglement entropy in 2d CFTs]]. == References == {{Reflist|refs= <ref name="kl25">{{cite web | last1=Khromov | first1=Dmitry | last2=Litvinov | first2=Alexey | title=On correlation numbers $V_{0,4}$ and $V_{1,1}$ in Virasoro Minimal String Theory | website=arXiv.org | date=2025-09-30 | url=https://arxiv.org/abs/2509.25960 | access-date=2026-01-21}}</ref> <ref name="rib18">{{cite journal | url = https://arxiv.org/abs/1809.03722| last=Ribault | first=Sylvain | title=On 2d CFTs that interpolate between minimal models | journal=SciPost Physics | volume=6 | issue=6 | date=2019-06-25 | issn=2542-4653 | doi=10.21468/scipostphys.6.6.075 | doi-access=free | page=}}</ref> <ref name="rib14">{{cite arXiv |eprint=1406.4290|last1=Ribault|first1=Sylvain|title=Conformal field theory on the plane|class=hep-th|year=2014}}</ref> <ref name="sto22">{{cite web | last=Stocco | first=Dario | title=The torus one-point block of 2d CFT and null vectors in sl(2) | website=arXiv.org | date=2022-09-18 | url=https://arxiv.org/abs/2209.08653 | access-date=2024-10-30}}</ref> <ref name="rib24">{{cite web | last=Ribault | first=Sylvain | title=Exactly solvable conformal field theories | website=GitHub | date=2024 | url=https://github.com/ribault/CFT-Review/releases/latest | access-date=2024-08-31}}</ref> }} [[Category:Research]] [[Category:Conformal field theory]] j3jca5ig51rkc1dyapxas2ayzg3s0h5 0 298400 2814738 2642824 2026-06-09T03:21:13Z Jtneill 10242 Change to more specific category 2814738 wikitext text/x-wiki {{title|Stress mindset:<br>What is stress mindset, why does it matter, and how can it be cultivated?}} {{MECR3|1=https://www.youtube.com/watch?v=QTmpTf0jLCk}} __TOC__ ==Overview== {{Robelbox|theme=5|title=Case study - Alex|iconwidth=|icon=1}} <div style="{{Robelbox/pad}}"> Meet Alex, a dedicated sophomore psychology major facing increasing stress due to coursework, work, and clubs. Alex saw stress as overwhelming and harmful. This led to anxiety, sleep issues, and trouble focusing. Attending a stress workshop, Alex learned to view stress as motivating. Using mindfulness and time management, his mindset shifted. Alex coped better with an enhanced stress mindset, felt less distressed, and improved time management. Grades rose as a result. This case underscores how a stress mindset shift can boost coping and academic performance. This case spotlights the potential of stress mindset interventions, helping students manage stress positively and excel academically. </div> {{Robelbox-close}} Stress is the sensation of being under pressure or being overburdened when addressing demanding circumstances or responsibilities. Your body and mind's reaction to situations can cause you to feel tight, anxious, or strained. You can start viewing stress as a motivator and discover better methods to handle those demanding situations when you shift your stress mindset from perceiving stress as exclusively bad to acknowledging its possible benefits. You may be able to cope better, feel less anxious, and even perform better because of this change. This chapter explains stress and the stress mindset, explores why having a stress mindset is significant and then finally walks through how one can develop a stress mindset. {{RoundBoxTop|theme=5}} '''Focus questions:''' * What is stress? * What is a stress mindset? * Why does a stress mindset matter? * How can a stress mindset be cultivated? {{RoundBoxBottom}} == What is stress? == {{expand}} === The psychological and physiological perspectives of stress === [[File:Woman Showing Signs of Workplace Stress.jpg|thumb|331x331px|'''Figure 1'''. A woman showing signs of stress within the workplace.]] [[File:Hippocampus.gif|thumb|307x307px|'''Figure 2.''' Location of the hippocampus in the human brain.]] “Psychological stress is a particular relationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her well-being” (Lazarus and Folkman, 1984, p. 19). Stress can be defined as a physiological and psychological response that occurs when an individual perceives a discrepancy between the demands placed on them and their ability to cope with or meet those demands. It's a natural reaction to challenging or threatening situations, often referred to as stressors, which can be physical, emotional, or mental in nature. Stress triggers a series of physiological changes in the body, including the release of stress hormones like cortisol and adrenaline. These changes prepare the body for a "fight or flight" response, increasing alertness, energy, and physical readiness to deal with the perceived threat. When we encounter situations that disrupt our body's balance, whether they're physical or psychological stressors, we trigger the stress response (Chu et al., 2022). This response involves both physical changes like increased heart rate and the release of stress hormones, as well as behavioural responses, such as seeking support or problem-solving. Essentially, its our body's way of adapting to and dealing with challenging situations (Chu et al., 2022). It is important to note that not all stress is negative. Some stress, known as "[[wikipedia:Eustress|eustress]]," can be beneficial and motivating, driving individuals to perform better or adapt to new challenges. However, when stress becomes overwhelming, chronic, or unmanageable, it can lead to negative health consequences, including anxiety, depression, cardiovascular problems, and more. Individuals have varying levels of resilience and coping mechanisms to deal with stress (Crum et al., 2020). What one person may find highly stressful, another may perceive as manageable. Therefore, the perception of stress can be subjective and influenced by an individual's mindset, personal experiences, and coping strategies. The concept of stress plays a pivotal role in comprehending the dynamic of life and evolution. In the natural world, all living organisms inevitably encounter circumstances that disrupt their internal balance, a state known as homeostasis. When faced with such disruptions, organisms must mount adaptive responses to restore equilibrium or navigate these challenges effectively (Schneiderman et al., 2005). The significance of stress extends beyond individual organisms; it also has profound implications for the survival and progress of entire species. Our collective future, as both individuals and as a species, hinges on our capacity to skilfully adapt to significant stressors. This adaptability enables us to not only survive but also thrive in an ever-changing environment, shaping our evolutionary trajectory and the ongoing story of life on Earth (Schneiderman et al., 2005). Over time, stress theory has changed. Initially, it said every stressor had a unique response, but later it introduced a more general adaptation idea. Now, some researchers suggest there's a common physiological response to psychological stress and specific physical stress responses. Stressors can come from inside a person or from the environment, and they're influenced by factors like control and predictability. The hippocampus (see Figure 2) plays a critical role in regulating the body's response to stress by providing negative feedback to the [https://www.verywellhealth.com/hypothalamic-pituitary-adrenal-hpa-axis-5222557 Hypothalamic–Pituitary–Adrenal] (HPA) axis (Jacobson and Sapolsky, 1991). This axis controls the release of stress hormones known as glucocorticoids. When stressors arise, the hypothalamus releases corticotropin-releasing factor and vasopressin, triggering the anterior pituitary gland to release adrenocorticotropic hormone. This hormone, in turn, prompts the adrenal cortex to release glucocorticoid stress hormones into the bloodstream (Cullinan et al., 1995). == What is a stress mindset? == A person's views and perceptions about stress and its consequences on their well-being are referred to as their "stress mindset."{{fact}} It covers whether a person sees stress as mostly detrimental and crippling or as maybe motivating and advantageous. It is a comprehensive cognitive and emotional framework that encapsulates an individual's fundamental perspective and belief system regarding stress. It encompasses how they perceive, interpret, and react to the various stressors and challenges that life presents. This mindset determines whether an individual predominantly views stress as a predominantly harmful force, potentially beneficial factor, offering opportunities for personal growth, enhanced resilience and improved performance. It fundamentally shapes one's attitudes, behaviours, and responses to stressors, influencing their overall well-being and coping strategies.{{fact}} === Stress-is-enhancing mindset (positive mindset) === A stress-is-enhancing mindset represents a transformative perspective on stress, viewing it as a catalyst for personal growth and development. Those who embrace this mindset perceive stressors as opportunities to rise to the occasion, rather than as threats to their well-being. They draw motivation and resilience from challenging situations, harnessing stress to enhance their performance and sharpen their skills. In this view, stress becomes a teacher, fostering adaptability and a positive attitude toward learning and growth. Ultimately, a stress-is-enhancing mindset believes that amidst adversity, one can find the potential for positive outcomes and lasting self-improvement.{{fact}} In this mindset, stress is perceived as a challenge, an opportunity for growth, and a source of motivation. It encourages individuals to confront challenges head-on, rather than avoid and resist them. Rather than feeling overwhelmed, they believe that stress can sharpen their focus, enhance their performance, and improve their overall well-being.{{fact}} People with a stress-is-enhancing perspective understand that facing and successfully managing stressors can strengthen their ability to cope with future challenges. They actively seek to learn from stressful experiences, adapting and growing in the process.{{fact}} === Stress-is-debilitating mindset (negative mindset) === [[File:Amygdala.png|thumb|407x407px|'''Figure 3.''' Location of the amygdala in the human brain]] A stress-is-debilitating mindset is a perspective in which individuals perceive stress as overwhelming negative and harmful to their well-being. In this mindset, stress is seen as a destructive force that can lead to negative physical and mental health outcomes, hinder performance, and impede personal growth. Those with the stress-is-debilitating mindset may experience heightened anxiety, reduced motivation, and a sense of helplessness when faced with stressors. They may be more prone to negative health effects associated with chronic stress. It's important to note that this mindset can contribute to a cycle of stress-related issues, as the anticipation of negative outcomes can exacerbate the stress response. Shifting from a stress-is-debilitating mindset to a more balanced or stress-is-enhancing mindset often involves cognitive reframing and stress management techniques to reduce the perceived harm of stress.{{fact}} ==== The fight or flight response ==== The amygdala, the brain's fear region, which is trained to recognise dangers, is where the stress response begins (eg., see Figure 3). It alerts us to it by invoking the "fight or flight" response in the [[wikipedia:Hypothalamus|hypothalamus]]. Then, adrenaline is released, increasing blood flow, enhancing alertness, and preparing us to run. The [https://www.verywellmind.com/what-is-the-fight-or-flight-response-2795194 fight or flight] response, often referred to as the stress response, is a complex physiological reaction that the body undergoes when it perceives a threat or danger. This response originates in the [[wikipedia:Amygdala|amygdala]], a region in the brain known for recognising potential dangers and triggering appropriate reactions. When the amygdala detects a threat, it signals the hypothalamus, acting as the brains command centre. The hypothalamus then initiates a cascade of responses, most notably the release of adrenaline (epinephrine) from the adrenal glands situated atop the kidney. This orchestrated physiological response readies the body for rapid physical action, enabling individuals to either confront the threat (fight) or flee from it (flight). Once the perceived danger subsides, the body gradually returns to its normal state, demonstrating the incredible adaptability of this evolved survival mechanism.{{fact}} When one views stress solely as a burden, they often align with statements like "Stress brings about harmful outcomes that should be evaded due to its negative effects". They believe stress drains well-being and energy (e.g., see Figure 1). A stress-is-paralysing mindset represents a cognitive perspective in which individuals primarily perceive stress as a formidable and negative force in their lives. Within this mindset, stress is seen as a heavy burden, akin to a weighty anchor that hampers progress and well-being. Here, stress is not just regarded as challenging but as a relentless source of harm, causing a cascade of detrimental effects that should be avoided at all costs.{{fact}} In this view, stress is perceived as an energy-draining force that saps physical and emotional vitality. Individuals often describe{{sp}} the experience of stress as exhausting and emotionally taxing, contributing to a sense of being overwhelmed. The anticipation of negative outcomes related to stress can further exacerbate these feelings of exhaustion and anxiety. This mindset can have a significant impact on ones overall well-being and ability to navigate life's challenges. It may deter individuals from embracing opportunities for personal growth and development that often arise from confronting and successfully managing stressors. It is important to recognise that while this perspective may be deeply ingrained, it is not immutable. With the right support, stress management techniques, and cognitive reframing, individuals can shift towards a more adaptive and empowered mindset that enables them to better cope with stress and embrace it potential for growth and resilience.{{fact}} == Why does a stress mindset matter? == {{expand}} === The power of mindsets === Mindfulness is a state of mind where we're fully aware and present in the moment. It can be incredibly beneficial for our health, performance, and overall well-being. To be mindful, we need to recognise our usual ways of thinking and actively choose to view situations from new perspectives (Crum & Lyddy, 2013). When it comes to stress, mindfulness can be especially helpful. Instead of just seeing stress as something bad, we can develop a more balanced view. Research shows that stress doesn't always have to harm us; it can actually be good for us in some cases (Crum & Lyddy, 2013). The way we think about stress, whether we see it as debilitating or as something that can help us, plays a big role in how it affects us. Mindfulness practices, both from Western and Eastern traditions, provide powerful tools to change how we think about stress. By deliberately adjusting our mindset, we can use stress as a tool for personal growth and well-being rather than just something to fear (Crum & Lyddy, 2013). People who think stress is harmful tend to incline towards the concept that the best results happen when stress is absent. Contrarily, people who view stress as enhancing are more likely to view it as a helpful backdrop that can promote personal development and increase performance. Stress is typically viewed as a negative element in the lives of those who believe it to be crippling. They view it as something to be avoided at all costs and feel that when they are stress-free, the best results come about. According to them, stress is a barrier that can have detrimental effects including health issues, poor performance, and emotional anguish. They accept that stress is a natural component of life and that it occasionally has benefits. They view stress as a backdrop against which personal development and enhanced performance can occur rather than as something to be completely eliminated. They tend think that a certain amount of stress can spur them on and present them with challenges in ways that eventually produce good results. They see stress as a chance to grow, be resilient, and succeed.{{fact}} == How can a stress mindset be cultivated? == <big>'''The greatest weapon against stress is our ability to choose one thought over another''' - William James</big> Making conscious effort to reshape your existing attitudes about stress requires developing a good stress mindset. This can be accomplished through learning about stress, viewing challenges as learning opportunities, participating in positive self-talk, practising mindfulness, seeking support from like-minded people, setting realistic objectives, learning coping mechanisms, visualising success, and acknowledging progress. It's a gradual process that calls for persistence and patience.{{fact}} Cultivating a stress mindset involves consciously changing your perspective and beliefs about stress. Whether you aim to develop a stress-is-enhancing mindset or overcome a stress-is-debilitating mindset, the process begins with self-awareness. Take some time to reflect on how you typically perceive and response to stress. Do you tend to see it as overwhelmingly negative, or can you recognise its potential benefits? [[File:Visionary Art 2022 Pineal Gland and Mindfulness.png|thumb|296x296px|'''Figure 4.''' Mindfulness{{expand}} ]] To shift your mindset, educate yourself about the science of stress and its effects on the body and mind. Understand that stress is a natural response to challenges, evolved to help us adapt and survive. Explore research and articles on the subject to gain insights into the potential positive aspects of stress. Practise mindfulness and meditation techniques to become more present and less reactive to stressors. Mindfulness can help you observe your thoughts and feelings about stress without judgement, which can lead to a more balanced perspective. Challenge and reframe negative thoughts about stress (Briggs, 2017). When you notice yourself thinking that stress is purely harmful, consciously replace those thoughts with more balanced or positive ones. For example, instead of saying, "Stress is bad for me," you could say, "Stress can motivate me and help me grow." Build resilience by intentionally facing and coping with stressors. Embrace challenges as opportunities for personal growth. As you navigate stressors successfully, you'll gain confidence in your ability to handle them. Set realistic expectations for yourself. Understand that not all stress can be eliminated, and that's okay. Life will always bring challenges. Focus on developing effective coping strategies rather than trying to avoid stress altogether (Briggs, 2017). Use positive affirmations to reinforce your desired stress mindset. Repeatedly affirm your ability to handle stress and grow from it. For example, say to yourself, "I am resilient, and I can learn and grow through stress." Share your journey with friends, family, or therapist who can provide support and guidance. Talking about your changing mindset can help solidify your new perspective. Lastly, remember that shifting your stress mindset is a process that takes time and practice. Be patient with yourself and remain consistent in your efforts to cultivate a healthier perspective on stress. Over time, you can build a mindset that allows you to harness stress as a catalyst for personal growth and well-being.{{fact}} {{Robelbox|theme=5|title=Quiz Yourself|width=25|style=5}}<div style="{{Robelbox/pad}}"> <quiz display="simple"> {Stress-is-enhancing thinkers believe that stress is always harmful and should be avoided: |type="()"} - True + False {A stress-is-enhancing mindset views stress as a valuable opportunity for personal growth and development: |type="()"} + True - False {People with a stress-is-debilitating mindset may experience reduced anxiety and improved well-being when confronting stressors: |type="()"} - True + False </quiz> </div> {{Robelbox-close}} == Conclusion == Stress mindsets are important drivers of how we experience and react to the problems life provides. They are not just theoretical concepts. Our perspective has a significant impact on our performance, general quality of life, and ability to handle stress, whether we view it as a force for improvement and progress or as a crippling force to be avoided. The first step in maximising the benefits of stress mindsets is to recognise their significance. Stress mindsets have an effect on both our mental and physical health, making us more prone to anxiety, burnout, and health problems associated with stress. A stress-is-enhancing perspective can give us the drive and resiliency we need to succeed, but a stress-is-debilitating mindset may prevent us from giving our best effort. Ultimately, our stress mindset influences our overall quality of life, as it determines our openness to personal growth and fulfilment. Fortunately, stress attitudes may be developed and changed in order to support resilience and wellbeing. Self-awareness is the first step in this transition as we consider our existing stress-related thinking. We can change our perspective and create a more impartial view of stress by learning more about the science of stress and using mindfulness and meditation techniques. Building resilience entails confronting stresses head-on and finding effective coping strategies, whereas cognitive reframing enables us to challenge and swap out unfavourable beliefs about stress for more uplifting or balanced ones. It takes persistence and dedication to develop more resilient responses to stress. It entails establishing reasonable expectations, looking for positive role models, and, where necessary, enlisting the assistance of our social networks and mental health specialists. By consistently applying these strategies, we can gradually shift our mindset and learn to view stress as a catalyst for personal growth, resilience, and enhanced well-being. In a world where stress is an unavoidable aspect of existence, our thoughts have the potential to alter how we interact with stress. We empower ourselves to face life's obstacles with greater fortitude, adaptability, and satisfaction by adopting stress mindsets that view stress as an opportunity rather than a burden. With the correct attitude, stress may be effectively utilised as a tool for personal development and as a means of achieving a happier, more resilient existence. == See also == * [[Motivation and emotion/Book/2016/Mindsets and motivation|Mindsets and motivation]] (Book chapter, 2016) * [[Motivation and emotion/Book/2014/Stress on motivation|Stress and motivation]] (Book chapter, 2014) * [[wikipedia:Stress|Stress]] (Wikipedia) ==References== {{Hanging indent|1= Berjot, S., & Gillet, N. (2011). Stress and coping with discrimination and stigmatization. Frontiers in psychology, 2, 33. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3110961/ Briggs, S. (2017). 25 ways to develop a growth mindset - strategic leadership australia. 25 Ways to Develop a Growth Mindset. https://strategicleadership.com.au/wp-content/uploads/2017/06/25-Ways-to-Develop-a-Growth-Mindset.pdf Chu B, Marwaha K, Sanvictores T, et al. Physiology, Stress Reaction. [Updated 2022 Sep 12]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK541120/# Crum, A., & Lyddy, C. (2013, June). De-stressing stress: The power of mindsets and the art of stressing ... Columbia Business School. https://www0.gsb.columbia.edu/mygsb/faculty/research/pubfiles/6010/II%2043%20Crum%20Lyddy.pdf Cullinan W.E., Herman J.P., Battaglia D.F., Akil H., Watson S.J. Pattern and time course of immediate early gene expression in rat brain following acute stress. Neuroscience. 1995;64(2):477–505. Friend T. H. (1991). Behavioral aspects of stress. Journal of dairy science, 74(1), 292–303. https://doi.org/10.3168/jds.S0022-0302(91)78173-3 Jacobson L., Sapolsky R. The role of the hippocampus in feedback regulation of the hypothalamic-pituitary-adrenocortical axis. Endocr. Rev. 1991;12(2):118–134. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company. Meyer, I. H., Schwartz, S., & Frost, D. M. (2008). Social patterning of stress and coping: does disadvantaged social statuses confer more stress and fewer coping resources?. Social science & medicine (1982), 67(3), 368–379. https://doi.org/10.1016/j.socscimed.2008.03.012 Pearlin, L. I. (1989). The Sociological Study of Stress. Journal of Health and Social Behavior, 30(3), 241–256. https://doi.org/10.2307/2136956 Segerstrom, S. C., & Miller, G. E. (2004). Psychological stress and the human immune system: a meta-analytic study of 30 years of inquiry. Psychological bulletin, 130(4), 601–630. https://doi.org/10.1037/0033-2909.130.4.601 Schneiderman, N., Ironson, G., & Siegel, S. D. (2005). Stress and health: psychological, behavioral, and biological determinants. Annual review of clinical psychology, 1, 607–628. https://doi.org/10.1146/annurev.clinpsy.1.102803.144141 Xu, L., Anwyl, R. & Rowan, M. Behavioural stress facilitates the induction of long-term depression in the hippocampus. Nature 387, 497–500 (1997). https://doi.org/10.1038/387497a0 }} ==External links== * [https://www.psychologytoday.com/au/blog/greater-the-sum-its-parts/201703/stress-mindset-tied-physical-and-mental-health Stress mindset tied to physical and mental health] (Psychology Today) * [https://www.health.harvard.edu/staying-healthy/understanding-the-stress-response Understanding the stress response] (Harvard Health Publishing) * [https://centerforinquiry.org/blog/the-stress-mindset/ The stress mindset] (Centre For Inquiry) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mindset/Stress]] 3pd49ixw30kuprg462uztc2e252536x 0 302815 2814581 2812118 2026-06-08T14:14:15Z Atcovi 276019 update category 2814581 wikitext text/x-wiki {{underconstruction}} {{psychology}} {{75% done}} {{tertiary}} {{course}} {{op|[[User:Atcovi|Atcovi]]}} '''Child psychology''' is the branch of [[psychology]] that deals with the way children behave, think, socialize, and develop. This course aims to familiarize students with the history and science of biological, social, emotional, and cognitive development of a child, from conception to early childhood. Understanding your child and how to interact with them throughout their life stages is crucial to not only giving them the best learning environment to grow, but to fostering a positive, peaceful, and supportive parent-child relationship. This lesson is also intended for professionals who work with children, university students, and anyone else who is interested in learning child psychology. == Content == === History/Background === * [[Child psychology/Ch. 1]] - History, theories, methods {{stage|100}} * [[Child psychology/Ch. 2]] - Heredity, diseases, disorders, syndromes, conception, infertility {{stage|100}} === Prenatal Development === * [[Child psychology/Ch. 3]] - Prenatal development: Germinal stage, embryonic stage, fetal stage {{stage|100}} * [[Child psychology/Ch. 4]] - Three stages of childbirth, methods of childbirth, birth problems, post-partum period, neonates {{stage|25}} === Infancy === * [[Child psychology/Ch. 5]] - Infancy (physical development) {{stage|25}} * [[Child psychology/Ch. 6]] - Infancy (cognitive development) {{stage|25}} * [[Child psychology/Ch. 7 - Infancy: Social and Emotional Development|Child psychology/Ch. 7]] - Infancy (social and emotional development) {{stage|25}} === Early Childhood === * [[Child psychology/Chapter 8: Early Childhood: Physical Development|Child psychology/Ch. 8]] - Early childhood (physical development) {{stage|25}} * [[Child psychology/Chapter 9: Early Childhood: Cognitive Development|Child psychology/Ch. 9]] - Early childhood (cognitive development) {{stage|25}} * [[Child psychology/Chapter 10: Early Childhood: Social and Emotional Development|Child psychology/Ch. 10]] - Early childhood (social and emotional development) {{stage|25}} === Overview/Cheat-Sheet === * [[Child psychology/Summary of child psychology (cheat-sheet)]] - ''not created by the instructor.'' {{stage|25}} == Resources == * ''[https://www.amazon.com/Childhood-Adolescence-Voyages-Development-MindTap/dp/035737410X Rathus' Childhood and Adolescence: Voyages in Development, 7th Edition] -'' the textbook from which the instructor derived his notes. * [[w:Child_psychology|Child psychology]] - Wikipedia * [https://www.alohabdonline.com/wp-content/uploads/2020/05/The-Psychology-Of-The-Child.pdf Psychology of the Child (textbook)] - Jean Piaget & [[w:Bärbel_Inhelder|Bärbel Inhelder]] [[Category:Child psychology (course)]] [[Category:Atcovi/Spring 2024]] 65b34dkqe1pgy5rw3drcaevuw2ufril 0 302974 2814585 2774709 2026-06-08T14:15:36Z Atcovi 276019 [[Category:Child psychology (course)]] 2814585 wikitext text/x-wiki __NOTOC__ == 1.1 - What is Child Development? == [[File:Child labor in United States, 11 year old.jpg|thumb|350x350px|An 11 year old boy, an individual in middle childhood. This image also represents a horror of American history, which is child labor. ]] *'''Child''' - Between infancy and puberty. * '''Infancy''' - First 2 years of birth. * '''Early childhood''' - Ages 2 to 5. * '''Middle childhood''' - Ages 6 to 12. * '''Development''' - Organisms begin to display features and traits, grow, and increase in structure and its ability to do things. * '''Growth''' - Organisms change in size. === Why Do Researchers Study Child Development? === * To find out more about us! * To find out more about our origins! * To find out more about gender roles! ==== We need to answer some critical questions? ==== [[File:Playschool Daycare in Fox River Grove, IL.jpg|thumb|Are daycare programs good or bad?]] * Answer the question: How do we prevent childhood disorders, such as PKU and Down syndrome? * Answer the question: How do we develop our child in the best way? * Answer the question: How to improve parent-infant interaction? * Answer the question: Is bottle-feeding better, or breast-feeding? * Answer the question: Are daycare programs good or bad? === What Views of Children Do We Find Throughout History? === * More was expected from children back then, some practices bordering cruelty. For example, in 20th century America, children worked in factories. * English philosopher John Locke believed children were shaped from their environment and experiences, while Genevan philosopher Rousseau believed children were inherently bad or good. The truth is more with Rousseau than Locke, as we now know that one's heredity has effects on our behavior. * Evolutionist Charles Darwin compiled writings he made on his infant son's development and behavior. His findings are found in "[https://pmc.ncbi.nlm.nih.gov/articles/PMC4117005/ A Biographical Sketch of an Infant]". * American psychologist G. Stanley Hall established child development as its own academic subject, and French psychologists Binet & Simon came up with a test to identify kids who were academically behind - known as the [[w:Binet–Simon_Intelligence_Test|Binet–Simon Intelligence Test]] ("first modern standardized intelligence test"). == 1.2 - Theories of Child Development == '''John B. Watson''', the founder of behaviorism, leaned on the side of nurture vs. nature. '''Arnold Gessel''' leaned towards nature, but he was more-so talking about the growth of the baby rather than the behavioral patterns. === What Are Theories of Child Development? === A theory is a springboard for us to make educated geusses/predictions # '''Psychoanalytic''' - [[Theories of Personality (PSY 225-A01)/Chapter 3|stage theory]] by Freud [psychosexual]/[[Developmental psychology/Chapter 4/Theories of Infant Psychosocial Development|Eriksen]] [psychosocial]. === What Are the Learning Perspectives on Child Development? === # '''[[Theories of Personality (PSY 225-A01)/Chapter 6|Behaviorism]]''' ([[w:Bedwetting_alarm|bell-and-pad method]] - classical conditioning; [[Theories of Personality (PSY 225-A01)/Chapter 6#B. F. Skinner|operant conditioning, reinforcement, punishment]]). "In classical conditioning, children learn to associate stimuli so that a response made to one is then made in response to the other. But in '''operant conditioning''', children learn to do something because of its effects". Look into the 1959 Harriet Rheingold operant conditioning on infants study. Learning occurs by mechanical conditioning. # '''Social cognitive theory''' by Albert Bandura. Children learn by observing. Learning occurs by cognition. Children can shape their own environment (the art student seeks art & an artistic environment, for example). # '''[[Developmental psychology/Chapter 7/Cognition|Cognitive-developmental theory]]''' - Investigate mental processes/maturation of neurons. [[Developmental psychology/Chapter 1/Theories of Human Development#Piaget’s Cognitive Developmental Theory|Jean Piaget-orientated]]. See [[Instructional design/Cognitive behaviors/Invariant Tasks: Principles for Learning#Cognitive / Information Processing Theory|information-processing theory]]. "Thus, many cognitive psychologists focus on information processing in people—the processes by which information is encoded (input), stored (in long-term memory), retrieved (placed in short-term memory), and manipulated (processed) to solve problems (the solutions are the output)". # '''Biological perspective''' - This perspective directly relates to growth. Ethology, imprinting, examples of the swans hiding eggs in their mouth and birds build nests. # '''Ecological perspective''' - Deals with the relationships between living organisms and their environments, ecological systems theory (takes two to tango, parent-child relationship proposed by American psychologist Urie Bronfenbrenner). # '''Sociocultural perspective''' - Children are social beings affected by culture, [[Developmental psychology/Chapter 5/Thinking During Early Childhood#Vygotsky's Social Learning|Vygotsky’s Sociocultural Theory]], ZPD, scaffolding. Considers diversity to a great degree, including ethnic group, gender, socioeconomic status. == 1.3 - Controversies in Child Development == [[File:Smiling baby lying on towel.jpg|thumb|Googoo Gaga!]] === Nature or Nurture? === How much of human behavior is derived from ''nature'' (genetic code, genetic heritage, nervous system) or ''nurture'' (environmental influences, nutrition, cultural background? For example, language is ''both'' nature (certain parts of the brain are activated) and nurture (accents/vocab). === Is Development Continuous or Discontinuous? === Do we develop gradually or almost suddenly? [[w:Gesell's_Maturational_Theory|Maturational theorists]], those that believes growth comes from within the organism, highlight the fact that 1 year old babies are not going to speak intelligibly just because their parents do. Stage theorists, like the great Frued & Piaget, also believe that development is discontinuous. Learning theorists, like behaviorists (Watson, for example), believed development as a continuous process. === Are Children Active (Prewired to Act on the World) or Passive (Shaped by Experience)? === Do we let the child learn on their own [active] or do we have to discipline the child as to prevent abnormal behaviors [passive]? Bandura believed children to be intelligent and actively shape their development. Bronfenbenner believed children influenced (and were also influenced) by their environment, as represented in ecological systems theory. == 1.4 - How Do We Study Child Development? == * '''[[Scientific Method]]''' - Form a question, hypothesis, test the hypothesis through research, draw conclusions, publish findings. How do we get information out of the child? NOT through testimony, but through... * '''Naturalistic Observation''' * '''Case Study''' - Getting to know EVERYTHING about the child, including tests, interviews, questionnaires, and friends. * '''Surveys''' - These are conducted for information that we cannot realistically observe in real time/experiment. We can observe... * '''Correlations''' - Two variables in comparison to one another, either ''positive'' (same direction) or ''negative'' (opposite direction). Shows effects, but not cause. For the cause, we need to see the ''experimental'' method. * '''Meta-analysis''' - A statistical method consisting of analyzing multiple studies and deriving conclusions from their results. * '''[[User:Atcovi/Spring2024/Social Psychology/Ch. 1#1.3: How Social Psychologists Answer Questions They Ask|Experimental method]]''' ===Long-Term Studies=== * '''Longitudinal studies''' - Repeated measures taken for the same cohort of kids at different developmental stages. Usually takes a few months or years. Obvious drawback is keeping a group of volunteers for an extended period of time. * '''Cross-sectional research''' - Measures children of different age groups simotaneously to figure out how younger children will develop through the observation of differences in older children. Obvious drawback is the ''cohort effect'', where different groups of people have their own unique experiences that prove to be disadvantageous (using a smartphone as a child vs. children who lived during a time where smartphones were not common usage). * '''Cross-sequential research''' - Combination of above two. Positive: covers time-lag comparisons. == 1.5 - Ethical Considerations == * No physical/emotional harm. * '''Informed consent:''' Explaining the purpose of the research and the methods that will be used in the study. * They must consent. * Must be able to withdraw from the study at any time. * '''Debriefing''': Informing participants about the purpose of the study, procedures of the study, and any information that was not presented during the study ''once'' the study is completed. * '''Confidentiality''': Information collected should be kept private and not be shared with unauthorized users. * Need committee approval beforehand. [[Category:Child psychology (course)]] sah0paznqgukl1azl4zxqc5gt01px33 0 303123 2814586 2775111 2026-06-08T14:15:53Z Atcovi 276019 [[Category:Child psychology (course)]] 2814586 wikitext text/x-wiki We will explore heredity and conception. Development goes back to the concept of [[evolution]]. We will first examine the blocks of heredity: genes and chromosomes. Then we will go into conception. Terms to memorize will be on the talk page if you desire a small "notesheet" for your personal studying. == 2.1 - Heredity, chromosomes, genes == [[File:Difference DNA RNA-EN.svg|thumb|500x500px|DNA vs. RNA, labelled]] * '''Heredity''': Transmission of traits and characteristics from parent to child through genes. The study of heredity is called '''genetics'''. Genetic influences include eye color, height, and hair color. Many behavioral traits, such as activity level, intelligence, depression, and dependence on harmful substances (like alcohol), are influenced by genetics and may be caused by a combination of genetic and environmental influences. * The units of heredity are found within '''chromosomes''' and '''genes'''. Chromosomes are rod-shaped structures located within cells. A healthy cell contains 46 chromosomes, which are divided into 23 pairs. Inside these chromosomes are genes, which are continuous segments of '''[[DNA]]''' (deoxyribonucleic acid). Genes regulate the development of traits. DNA has a "twisting ladders" appearance. * Some traits, such as blood type, are derived from a single pair of genes that consist of two genes, each gene coming from each parent. Other traits are '''polygenic''', meaning they are determined by multiple gene pairs. === Mitosis and Meiosis === Before we explain these two processes, we must begin with some definitions. Life begins as a '''zygote''' that divides multiple times, resulting in mitosis. * '''Zygote''' - A new cell created by the combo of a sperm and an ovum (egg cell). This is what a fertilized egg is. * '''[[Overview of Cell Biology/Mitosis|Mitosis]]''' - A type of cell divison; each chromosome is replicated, creating two identical sister chromatids (a '''chromatid''' is one of the two identical halves of a chromosome), each containing the full DNA sequence. This causes the cell to divide and receive one full set of chromosomes (from the original cell). [https://www.youtube.com/watch?v=DwAFZb8juMQ See YT video for demonstration]. * '''Mutations''' - Change in the sequence of the DNA, which leads to sudden variations in heritable characteristics. '''Mitosis in a Nutshell''' [[File:Mitosis cells sequence English.svg|center|thumb|653x653px|A diagram demonstrating mitosis.]] Why does this process take place? Because our genetic code is brought into new cells during the formation of our bodies. We need this genetic code as it makes us, us! # Segment of DNA exists in one cell. # We unzip the DNA. DNA replication takes place (each individual rung is combined with the appropriate molecules, such as C with G and T with A). # Chromatids form during the S-phase, # During the metaphase, chromatids attach to spindle fibers and are then moved into the middle. # During anaphase, chromatids finally separate and move to the opposite ends of the cells. # In cytokinesis, the cell then divides, resulting in the creation of two new cells with identical DNA molecules. '''Meiosis''' [[File:Meiosis Stages.svg|center|thumb|948x948px|Meiosis diagram]] Meiosis is where each pair of chromosomes (all 46 chromosomes in 23 pairs) is separated. Each gamete receives one chromosome from each pair. This new cell (the '''gamete''') has 23 chromosomes only. We only get half of the genetic material vs. in mitosis. [[File:Mice X Y chromosomes.jpg|thumb|350x350px|X-chromosomes (red) and Y-chromosomes (green) in embryonic stem cells of male (X/Y) and female (X/X) mice]] In fertilization, we get 23 chromosomes from the sperm and 23 chromosomes from the ovum, making 46 in total. 22 of the chromosome pairs are '''autosomes''', or pairs that contain non-sex related genetic information. The last pair, the 23rd pair, is the '''sex chromosomes -''' the pair that determines what biological sex we are. XX is female, XY is male. A '''gamete''' is the result of meiosis. A '''zygote''' is the result of fertilization. It is the fertilized egg resulting from the combination of the two gametes (sperm and the egg). The zygote divides, and a human being is formed. === Identical vs. Fraternal Twins === * '''Monozygotic twins''' (identical twins) - 2 people, 1 zygote, same genetic code. * '''Dizygotic twins''' (fraternal twins) - 2 people, 2 zygotes, DIFFERENT GENETIC CODE, FERTILIZED BY DIFFERENT SPERM CELLS. Runs in families on the ''mother's'' side. The father can either give the X or the Y to the gamete, and that determines what biological sex the zygote is. [[File:Autosomal recessive inheritance - segregation.png|thumb|480x480px|'''Punnett square''': Both parents are carriers. 25 % of the offspring have the recessive trait in phenotype, 50 % are carriers. 25% of the offspring are non-carriers.]] Increasing age of mothers and use of assisted reproductive technologies are the reasons why twinning rates are increasing. '''Ovulation''', the release of an ovum from an ovary, decreases towards the end of a woman's "child-bearing years". Higher secretion of the [[w:Follicle-stimulating_hormone|follicle-stimulating hormone]], or FSH, is due to less responsive ovaries, which is natural as age increases. Higher secretion of the FSH = higher chances of double ovulation, leading to twins. During this time, the chances of fraternal twins increase. === Dominant vs. Recessive === * '''Allele''' - Each member of a pair of genes, which ultimately determines traits. '''Homozygous alleles''' are 2 identical alleles, whilst '''heterozygous alleles''' are 2 different alleles. * '''Gregor Mendel''' came up with a number of laws of heredity through investigating pea plants. * '''Law of dominance''' '''''-''''' Dominant traits or recessive traits. Example from Mendel's experiment includes crossing of purebred tall pea plants (T) x dwarf pea plants (t), with the offspring being tall. This implies that purebred tall (T) is the dominant gene. If two recessive alleles combine, then it will show. '''Multi-factorial problems''' are traits influenced from both heredity interactions and environmental factors, such as diabetes mellitus and epilepsy. == 2.2 Chromosomal and Genetic Abnormalities == === Chromosomal Abnormalities === [[File:Down Syndrome Child.jpg|thumb|Typical appearance of an individual with down syndrome: rounded face, broad, flat nose.]] A '''syndrome''' is a group of symptoms that make up a disorder. * '''Down syndrome''' - Extra chromosome on 21st pair = 47 chromosomes. Older parents are likely to produce children with down syndrome than younger parents. A '''[[w:Sex_chromosome_anomalies|sex chromosome abnormality]]''' is where an individual is either missing a chromosome, has an additional chromosome, or an altered chromosome. An example of a sex chromosome abnormality is XYY males, who may face learning disabilities and abnormal height. * '''Klinefelter syndrome''' - XXY, less testosterone. Higher chance of pubertic traits, such as deepening of the voice or body hair, don't develop the way they normally would. Male only. * '''Turner syndrome''' - X, less estrogen. Higher chance of girls being shorter than avg. and possibly infertile. Breasts don't develop naturally, no menstruation. * '''Triple X syndrome''' - XXX, some may have mild intellectual disabilities (including language skills and memory) an dysmorphic features. === Genetic Abnormalities === * '''Phenylketonuria (PKU)''' - Recessive gene. 2 (carrier) parents possess --> 1 child will be unaffected, 2 children will carry, 1 will display it. Cannot 'metabolize' [[w:Phenylalanine|phenylalanine]], disrupts nervous system, causes a variety of problems. Blood/urine test can determine & early diets can help alleviate the symptoms of PKU. * '''Huntington disease (HD)''' - Fatal, uncontrollable muscle movement, onset of HD is in middle adulthood, no cure. Dominant gene. * '''Sickle-cell anemia''' - Recessive gene. Red blood cells sickle and clump with one another, disrupting blood vells and decreasing oxygen supply. Physical problems, including jaundice and attacks of pain ("sickle cell crisis") * '''Tay-Sachs disease''' - Recessive gene. Disrupts the [[Central Nervous System|CNS]] slowly, causing death. * '''Cystic fibrosis''' - Recessive gene. Thick mucus clogs pancreas and lungs. Can cause breathing problems due to thick mucus build up. With proper care using modern treatment, individuals with cystic fibrosis can live up to their 40s-50s. * '''Hemophilia''' - Blood does not clot properly. Carried only on X sex choromosome. Males are at a bigger risk of sex-linked genetic abnormalities since they have only one X, compared to females who have two X's and would need the genes to be on both Xs. Duchenne muscular dystrophy is sex-linked. === How to Determine If An Individual Has a Genetic Abnormality? === * '''Genetic counseling''' * '''Prenatal testing''' * '''Blood tests:''' [https://www.mayoclinic.org/tests-procedures/amniocentesis/about/pac-20392914 Amniocentesis] on fetus, alpha-fetoprotein (substance is higher associated with fetal neural tube defects) assay (include spina bifida). * '''Ultrasound''': Sound waves with a high pitch that cannot be heard by human ears. Provides '''sonograms''', images of an embryo/fetus. Can be used to track fetus growth, figure out fetal age and sex, and detect prengnancies. * '''Amniocentesis''' - 14-16 weeks after conception, doctor draws out fetal cells suspended in amniotic fluid and determines if disorders are present. Can be used to determine sex, but has risks with it. * '''Chorionic Villus Sampling (CVS)''' - Similar to amniocentesis, but diagnoses are earler in pregnancy process (9-12 weeks). Small syringe goes into vagina to the uterus, sucks out villi from membrane that covers the amniotic sac + fetus, and results are seen in days. CVS has risks of 'spontaneous abortion'. == 2.3 - Heredity and the Environment: The Nature of Nurture == We investigate the power of nurture in this section. * '''Reaction range''' - Genetically predetermined expression of certain traits that fall within a limited 'range'. Environmental influences determine where the trait falls within this range. * '''Genotype''' - Genetic form of a person, determined by heredity, given to us by our parents. * '''Phenotype''' - Traits being physically expressed, determined by nature and nurture. Genotype leads to → * '''Canalization''' - Genetic traits are expressed similarly throughout diverse environmental settings, indicating extremely strong genetic determinants and resistance towards environmental influences. === What Is Meant by Genetic–Environmental Correlation? === [[File:Identical twins Tarr Bence László and Tarr Dániel.jpg|thumb|An example of identical twins, otherwise known as monozygotic twins. They share 100% of their genes.]] Sandra Scarr came up with three terms, passive, evocative, and active, that describe correlations between genetic and environmental influences. * '''Passive correlation''' - Parents give the child the environment and genes. The child has no say in the matter. * '''Evocative correlation''' - A child's genotype holds behaviors that have reactions from others. Other people will be drawn more towards a talkative baby than a reserved baby. * '''Active correlation''' - As the child develops, the child will want to participate in activities or events within their interest. Also known as '''niche-picking'''. '''Epigenesis''' is the scientific model which states that our development comes from both nature and nurture & that they are in constant exchange throughout our lives. === How Do Researchers Sort Out the Effects of Genetics and Environmental Influences on Development? (Are the Traits of Relatives Related?) === # '''Twin Studies''' - Monozygotic (identical) twins are less common than dizygotic (fraternal) twins, since the latter shares 50% of their genes in comparison to the former (100%). Minnesota Study of Twins Reared Apart (Wilson et al., 2019) study shows that traits are heredity, as monozygotic twins who were separated at birth and reunited at a later time displayed similar traits. # '''Adoption Studies''' - Adopted kids show certain behaviors that are strikingly similar to their birth parents vs. adopted parents, indicating the presence of genetic influences. [[File:Sperm Anatomy.png|thumb|What a journey this little guy has to go through!]] == 2.4 - Conception: Against All Odds == '''Conception''' is the uniting of the ovum and sperm cell. Conception represents the beginning of prenatal development. There are 200-400 million sperm in a male ejaculation. Every month, an egg goes from the ovarian follicle into the fallopian tube (a tube from the ovary to the uterus). If the egg is not fertilized, it is broken down and reabsorbed into the fallopian tube. The one sperm has to withstand the acidic environment of the vagina, swim against the current, reach the fallopian tube, and enter the fallopian tube that contains the egg. Only a few sperm reach the egg, and one sperm is sucessful in fertilizing the egg. == 2.5 - Infertility and Assisted Reproductive Technology == 1/6 American couples experience infertility. === Causes (Men) === * Low sperm count ''(most common)'' * Deformed sperm * Lack of sperm motility. * STDs, diabetes, autoimmune disorders * Testes are injured. * Aging. * Prescriptions with adverse sexual side effects (e.g., finasteride). [[File:Uterus with Cancer Origins.jpg|thumb|400x400px|A diagram of the uterus from the National Cancer Institute.]] === Causes (Women) === * Irregular ovulation ''(most common)'' * Aging * Inflammation of endometrial tissue, causing the tissue to grow outside of the uterus, including on the fallopian tubes or abdomen ([[w:Endometriosis|endometriosis]]). * Infections/diseases disrupting reproductive tract ([[w:Pelvic_inflammatory_disease|PID]]). === How Are Couples with Fertility Problems Assisted in Becoming Parents? === * '''Artificial Insemination''' - Artificial injection of sperm into uterus in order to fertilize an ovum. * '''For same-sex couples''' - Lesbians can conceive through at-home [[w:Insemination|insemination]], intrauterine insemination (IUI), [[w:In-vitro_fertilization|in-vitro fertilization]] (IVF), or [[w:Reciprocal_in_vitro_fertilization|reciprocal in vitro fertilization]] (RIVF). Males can have surrogate mothers carry an embryo through IVF. ** '''IUI''': low-technology, sperm inserted into uterus through catheter. ** '''IVF''': harvest eggs, eggs are fertilized with male's sperm (or donor sperm if females) in a lab dish, insert embryos into uterus [embryo transfer] --> pregnant. If the couple is a same-sex female couple? --> '''RIVF'''. Good if fallopian tubes are blocked. [[Category:Child psychology (course)]] h8wpvvhbhdpwxtjznrkcr1geyulafbt 0 303193 2814587 2778851 2026-06-08T14:16:05Z Atcovi 276019 [[Category:Child psychology (course)]] 2814587 wikitext text/x-wiki [[File:Pregnant woman.jpg|thumb|This is an incredible process. Let's see how we all began! ]] '''Pregnancy''' is considered from the last menstrual period before conception to birth (280 days), or from the 'assumed date of fertilization' (approximately 2 weeks after the start of the woman's last menstrual period). The latter would be 266 days. Pregnancy is divided into 3 stages: * '''Germinal stage''' = first 2 weeks * '''Embryonic stage''' = weeks 3-8 * '''Fetal stage''' = weeks 9 - birth We can also describe this as prenatal development in terms of 3 trimesters, consisting of 3 months each. ''Quizlet'': https://quizlet.com/874119455/child-psych-ch-3-flash-cards/?new == 3.1 - Describe the events of the germinal stage of prenatal development, focusing on the source of nourishment and implantation. == [[File:Fertilization.jpg|thumb|450x450px|'''Germinal stage''': zygote divides over and over again, turns into a blastocyst with an inner (disk) and outer (trophoblast) part. Then attaches itself to the uterine wall (implentation). The whole process is completed within 2 weeks.]] The '''germinal stage''' is the period of development that takes place between conception (a zygote is formed) and the implantation of the embryo. * '''36 hours after conception''': Zygote divides. Divides multiple times as it makes its way to implantation. * This is the stage of the germinal period of prenatal development where the zygote turns into a '''blastocyst.''' The blastocyst is essentially a sphere that contains the [[w:Blastocoel|blastocoel]] and the inner cell mass (the future embryo). The blastocoel is formed after about 5-6 days from fertilization. * During the blastocyst stage, the inner cell mass will form the '''embryonic disk''', which will become the ectoderm, mesoderm, and the endoderm of the embryo after gastrulation in the embryonic stage. These parts will form the fetus later on. * The outer part of the blastocyst is the '''trophoblast'''. It first consists of a single layer of cells, which will soon develop into the fetal portion of the placenta and [[w:Chorion|chorion]]. After '''implantation''', or the attachment of the blastocyst to the endometrium (tissue lining in the uterus), the amniotic sac develops. Approximately a week later, the umbilical cord develops. * The '''umbilical cord''' is a tube that connects the fetus to the '''placenta''', which is an organ that serves as a train station between the uterine wall and the fetus in order for the latter to develop and get rid of wastes. The umbilical cord develops during week 3 from the [[w:Connecting_stalk|connecting stalk]]. The mass of cells are nourished by the secretions of the endometrium, or [[w:Embryotroph#Uterine_milk|uterine milk]], before implantation. Implantation begins when the blastocyst attaches itself to the endometrium. 80% of '''spontaneous abortions''' take place within the first 12 weeks (or the first trimester). Emotional support from healthcare professionals is needed for women who go through a spontaneous abortion, which seems to be lacking (as research suggests). == 3.2 - The Embryonic Stage == The '''embryonic stage''' lasts from 2 weeks to 8 weeks. Major organ systems develop here. They develop in the following trends: * '''Cephalocaudal''' - head to tail * '''Proximodistal''' - near to far The embryonic disk's outer '''ectoderm''' develops into the nervous system, sensory organs, nails, hair, and teeth. 21 days in, two ridges appear in the embryo and fold to make up the '''neural tube'''. The inner '''endoderm''' forms the digestive and respiratory system. Later, the '''mesoderm''' develops into the excretory, reproductive, and circulatory system. * '''3rd week after conception''': head and blood vessels form. * '''Towards end of 1st month''': arms and legs start to develop, facial features develop, brain begins to form. Upper arms and legs develop BEFORE the forearms and lower legs. Hands and feet develop. * '''6-8 weeks''': Webbed finger and toes develop. * '''End of second month''': Limbs separate and elongate. [[File:Human fetus 10 weeks with amniotic sac - therapeutic abortion.jpg|thumb|A 10 week fetus in an amniotic sac]] In the 5-6 week mark, both male and female have sexually undifferentiated [[w:gonand|gonands]] and have both of the two sets of primitive duct structures, either the Mullerian (female) ducts and Wolffian (male) ducts. They are identical in appearance and are bipotential (could develop as male genitalia or female genitalia). In the 7th week, the [[w:Sex-determining_region_Y_protein|SRY gene]] (Sex-determining region Y protein) will begin the development of the testes. This would obviously determine that the fetus is male. The [[w:Amniotic_sac|amniotic sac]] develops from the [[w:Epiblast|epiblast]], which is one of the two cell layers (known as the ''epithelium'') that arises from the inner cell mass of the blastocyst and develops ''after'' implantation. Implantation marks the beginning of '''pregnancy'''. The '''placenta''' and '''umbilical cord''' allow the embryo to exchange nutrients and wastes with the mother, whilst having its own circulatory system (developed by the mesoderm, remember!). === Hormones === * '''Androgen''', otherwise known as male sex hormones, is a class of hormones (including testosterone and dihydrotestosterone) that are responsible for the development and maintenance of male sexual and reproductive characteristics, including prenatal characteristics (such as male sex organs) and secondary male characteristics that develop during puberty (such as pubic hair). ** '''Testosterone''' is a specific type of androgen that serves as the key player in the process of male sexual and reproductive development. It is responsible for the development of the [[w:Testes|testes]], the voice change males experience through puberty, and increased growth of facial hair throughout the body during puberty. ** '''Dihydrotestosterone (DHT)''' is a specific type of androgen made from testosterone that plays a crucial role in the development of male sex characteristics, specifically the male genitalia (penis and scrotum). Excessive DHT has been associated with hair loss in men. * '''Mullerian inhibiting substance''' is a protein hormone in the male goad that prevents the Mullerian ducts from developing. This is produced from the [[w:Sertoli_cell|Sertoli cells]] in the testes to suppress the development of female internal reproductive structures. == 3.3 - Fetus Stage/Trimester Review == The '''fetal stage''' lasts from the 3rd month (week 9) until birth. [[File:Fetus playin with fingers ecografia ultrasuoni 3D Dr. Wolfgang Moroder.ogv|thumb|21 weeks of pregnancy. ]] By the end of the ''first trimester'' (lasts from week 1 to week 12; total duration approximately 3 months), the major organs have been developed. Additionally, the eyes, toes, and fingers have also been developed. Certain mothers struggle during the first trimester as [[w:Morning_sickness|morning sickness]] is common. The ''second trimester'' (lasts from week 13 to week 26; total duration approximately 3 months) is where the fetus has their organ system developed even further and their size and weight increases. Hair also develops. Mothers will usually feel fetal movements inside their stomach around this time. The biological sex of the fetus can be seen at about this period. The ''third trimester'' (lasts from week 27 to birth; total duration approximately 3 months) is where the hearts and lungs develop so the fetus' life can be sustained. The ideal period for birth is approximately 39 weeks. During the latter period of the third trimester (about 36 weeks into birth), the fetus turns its head to the mother's [[w:cervix|cervix]] (a [https://my.clevelandclinic.org/health/articles/24999-vertex-presentation vertex presentation]), a preparation for its upcoming delivery. == Environmental Effects == [[File:Photo of baby with FAS.svg|thumb|Baby with FASD]] === Drugs/Hormones/Substances === * '''[[w:Accutane|Accutane]]''' is used for acne. May cause problems if taken during the 1st trimester. * See [[w:Thalidomide_scandal|Thalidomide babies]] * Certain '''[[w:Antibiotics|antibiotics]],''' such as [[w:Tetracycline|tetracycline]]''',''' can be harmful when consumed by a pregnant mother for their baby. For example, tetracycline can cause bone abnormalities. Other consequences may include bone issues or asthma development. * Hormones, like '''[[w:Progestin|progestin]]''' and '''[[w:Diethylstilbestrol|DES]]''', could be used to prevent miscarriages, but can cause unwanted side effects such as infertility. * '''Alcohol''' can penetrate the placenta, potentially causing '''[[w:Fetal_alcohol_spectrum_disorder|fetal alcohol spectrum disorder]]'''. Symptoms of FASD include smaller bodies/brain, underdeveloped jaws, flattened noses, and numerous cognitive impairments. Facial deformities usually go away by adolescence, but the intellectual impairments persist. * High '''caffeine intake''' increases chances of miscarriage/low-birth weight of the baby. * '''Cigarettes''' are harmful as they deprive the baby of oxygen. Exposure to heavy metals (lead, mercury, zinc), paint fumes, and even X-rays can cause intellectual disfunction and deformation of the organs of the fetus. However, the use of an ultrasound is non-consequential. [[Category:Child psychology (course)]] dytzfpidr5zrk0ufsc3u6bni4a9ltw6 0 303272 2814588 2779018 2026-06-08T14:16:24Z Atcovi 276019 [[Category:Child psychology (course)]] 2814588 wikitext text/x-wiki Exploring the '''neonate''', or the world of a "new born child". When the head of the fetus settles in the mother's pelvis, its called ''dropping''. ''Quizlet:'' https://quizlet.com/875993964/child-psych-ch-4-flash-cards/?new & https://quizlet.com/676936910/chapter-4-quiz-flash-cards/ ==4.1 - Describe the three stages of childbirth== === Introduction === The pregnant mother will experience painless "false" or "practice" contractions, known as '''[[w:Braxton_Hicks_contractions|Braxton Hicks contractions]],''' usually in the third trimester'''.''' In the days or weeks preceding labor (timing is different for every woman), vaginal bleeding may occur, and the mucous tissues become dislodged. Additionally, about 1/10 women will "break water", or the amniotic sac breaks and amniotic fluid is released. When the amniotic sac is ruptured, it serves as a strong indication that labor will begin soon. Hormones from the fetus and from the mother (specifically, prostaglandins) prepare for labor by softening and opening up the cervix. As the labor stage continues, the maternal [[w:Pituitary_gland|pituitary gland]] releases '''[[w:Oxytocin|oxytocin]],''' another hormone that assists in the process of labor and aids in the mother's ability to produce powerful, uterine contractions. === First Stage (few hours - 24+ hours) === * The uterine contractions efface (thin) and dilate (widen) the cervix. The pain in childbirth comes from the '''dilation of the cervix'''. * Pubic hair is shaved, getting ready for an '''episiotomy''' (cut in the vulva to widen the vagina). * Could do an ''enema'', but it's degrading, so we skip this. * An ''electronic sensing device'' may be attached to the woman's abdomen to track the fetus's heart rate (for example, observing fetal distress via fast heart rate). * The '''transition''' is the initial movement of the head of the fetus into the birth canal once the ''cervix has dilated fully''. [[File:Newborn baby, Newborn infant, Moscow, Russia.jpg|thumb|There you go!]] === Second Stage (<1 hour - >2+ hours) === * Contractions of the 2nd stage, which stretch the skin surrounding the vagina (or birth canal), subsequently pushing the baby further. Baby's out within minutes. * '''Episiotomy TAKES PLACE.''' May take place if physician regularly does it. * Mucus sucked up from newborn so that they can breath comfortably. * Umbilical cord is removed once the baby is ''breathing'' on its own. === Third Stage (''placental stage'': few minutes - 1 hour) === While the baby is getting an ID bracelet & artificial vitamin K, the mother enters the third stage of labor * Fetal membranes and placenta are expelled, bleeding takes place, uterine starts shrinking. * Cleaning up the episiotomy. == 4.2 - Methods of Childbirth == [[File:Naissance aquatique.jpg|thumb|A homebirth in water]] Childbirth, at a certain time in life, only required the family home, her family, and a '''midwife''' (what some may constitute as a '''natural childbirth'''). Some people are ok with the "mute" childbirth experience (probably the mothers for obvious reasons) while others get hella' angry over this, saying that childbirth has became 'impersonal' and modern medicine contributes to a lack of control over a woman's own body. A homebirth isn't bad if the woman knows they'll have little to no risk of complications and if they've had experience. They may choose a homebirth to put the notion of a birth in a positive regard/less expensive route. === Anesthesia === [[File:Epidural Anesthesia.png|thumb|Epidural blocks are popular for reducing childbirth pain.]] '''Anesthesia''' is a substance that renders a procedure almost painless. Generally done by putting the woman to sleep. Could have negative effects on the child, however, so anesthesia should be used cautiously. ''Regional anesthesia'' could be used to reduce pain and not put the mom to sleep. This minimizes the effects on the neonate. === Hypnosis and Biofeedback === [[File:Doula Paris Hypnobirthing.webm|thumb|An excerpt from a hypnobirthing session. The woman is putting effort into relaxing her body. She is receiving help from a doula, or an experienced yet non-professional female companion. Women with doulas appear to have shorter labors than women without doulas (Hartocollis, 2015) |left|320x320px]] Hypnobirthing has been used to reduce pain by focusing on relaxing scenes/decreasing muscle tension. It's sort of a "part-time job" for the mother while the baby is coming through. Biofeedback assists women in regulating heart rates/muscle tension so they can reduce the discomfort they going through. === Prepared Childbirth === Lamaze actually proves that the movie depiction of pregnancy isn't really the case. The '''Lamaze method''' (or prepared childbirth) is a method of "prepared" childbirth involving relaxation and controlled breathing whilst being in the presence of a "coach" (the father, in most cases in rural Russia) or '''doula'''. === Cesarean Section === A '''cesarean section''' is a method of childbirth where the neonate is delivered through the abdomen. '''+''' = threaten mom or child, difficult than vaginal delivery (small pelvis, fatigue due to prolonged labor, baby is massive), prevent circulatory systems of baby and mom from mixing (prevent transmission of AIDS), or baby is tryna come feet out instead of head. But you know what the biggest factor is behind if a woman will have a C-section or not? '''If they had one already'''. Doctors fear that the tear from the C-section will rupture during a vaginal delivery. == 4.3 - Birth Problems == Discussing effects of '''oxygen deprivation''' and the problems of preterm/low-birth weight nenonates. * '''Anoxia''' ''[without oxygen]'' - A condition where there is a lack of oxygen. * '''Hypoxia''' ''[under + oxygen]'' - A condition where there is less oxygen than is needed. [[File:Mother with premature baby in incubator.jpg|thumb|A premature baby in an incubator. This baby may be taking caffeine to offset pre-term symptoms. Preterm neonates are more "annoying" than full-term neonates, due to their poor appearance, higher pitch screams, and demands. Though, the parents should aim at being responsive and caring.]]A lack of oxygen in the prenatal stage can cause harm for the central nervous system (which is not good). A lot of research has been focused on the hippocampus, so oxygen deprivation leads to memory problems/problems in motor development and spatial relations. Prolonged cutoff of oxygen leads to '''schizophrenia''' and '''cerebral palsy'''. If the baby enters the birth canal butt first, also known as '''breech presentation''', this may constrict the umbilical cord, causing prolonged oxygen deprivation. A moment of oxygen deprivation is normal at birth since the baby is adjusting to breathing on its own. === What are the risks in being born preterm or low in birth weight? === A baby is considered premature, or '''preterm,''' when birth takes place before 37 weeks (9 months) in comparison to the normal 40 weeks (9.20 months). A baby is considered of '''low birth weight''' if they weigh less than 5.50 pounds/2,500 grams. Neonates that are really small for their age are known as '''small for dates'''. Low birth weight poses a risk of poor neurological/cognitive functioning throughout school and delayed motor development. Because of their physical frailty, preterm infants usually remain in the hospital and are placed in '''incubators.''' ==== Signs of Prematurity ==== * Pretty thin. * They have a lot of '''lanugo''' (fine, downy hair). * Covered in this white stuff called '''vernix.''' * Immature muscles. * '''Respiratory distress syndrome''': Breathign problems (weak/irregular) which are evident in pre-term babies. This is because their air sacs stick together because they cannot secrete surfacants to lubricate the sacs. Pregnant women can recieve corticosteroids, which can increase the babies' survival rate. == 4.4 - Postpartum Period == The '''postpartum period''' is the time that's right after childbirth. Although the physical pain is over (the mom's 'load' has been lightened and eased), the mental pain may start for ''majority'' of our new moms. [[File:Postpartum Depression Venus.jpg|thumb|The feeling of postpartum depression]] '''What Kinds of Psychological Problems Do Women Encounter During the Postpartum Period?''' * '''Baby blues''', possibly due to ''hormonal'' changes: steroid levels, estrogen & progesterone levels go down severely. Last about 10 days are so, not too bad (they are common/mild). Treated with social support. * '''Postpartum anxiety''' * '''Postpartum depression''': Severe depression that lasts for a decent bit. 10-20% of women are affected. It consists of sad feelings, change in appetite/sleep patterns, odd obession with the baby, and worthlessness. Coud last weeks/months. Treated with psychotherapy, especially ''[[w:Cognitive-behavioral_therapy|cognitive-behavioral therapy]]'' (CBT). * '''Postpartum psychosis''': An emergency situation where the mother is hallucinated with insane ideas, such as their infant is a 'devil' that 'must be killed'. Women with this usually have a tailored history of psychological disorders/substance abuse. '''How Critical Is Parental Interaction with Neonates in the Formation of Bonds of Attachment?''' '''Bonding''' is defined as the process of developing a sustainable, healthy relationship between the parent and the child. This is ESSENTIAL to a child's survival. Marshall Klaus and John Kennell in 1978 had a crazy theory where the first couple of hours after the baby is born, the ''maternal-sensitive period'', is crucial for the mother and baby to be together so they could bond and develop a good relationship. But this obviously can be contradicted by adoptions. The concept of parent-child bonding is a lot more complicated than how Klaus & Kennell made it out to be. You have to factor parental care and a parent's raw desire to have the child. == 4.5 - Characteristics of Neonates == We study neonates using the '''Apgar scale''', a numerical scale measuring a newborn's health that looks at... # Appearance # Pulse # Grimace # Activity Level # Respiratory Effort Each level is rated from 0-2 and the total score can be 0-10. The '''Breazelton Neonatal Behavioral Assessment Scale''', or NBAS, measures a neonates' reflexes and other behavior patterns (motor behavior, response to people/stress, physiological control, etc.). A low score may allude to brain damage. The '''NNNS''' is designed to consult and comfort parents of infants who've been exposed to parental substance abuse. === What Are Reflexes? What Reflexes Are Shown by Newborns? === [[File:Asymmetrical tonic neck reflex (ATNR) at Two Months.jpg|thumb|The '''tonic-neck reflex.''' He looks like he is fencing!]] '''Reflexes''' are basic and innate responses elicited by certain types of stimulation. They occur without us thinking. An example of this is the swimming reflex, which is seen in neonates. * '''Rooting reflex''' is where an infant turns their mouths and heads into the direction where they feel something on their cheek/corner of mouth. The sucking reflex is also needed and very much will be replaced by voluntary sucking as the months go on. * The '''Moro reflex''', or a ''startle reflex'', is when the baby flings their arms and legs out and redraws them to their original position. * The '''grasping reflex''' is where babies grasp objects that are pressuring their palms. * The '''stepping reflex''' is when the baby starts taking their first walks when they are held under their arms. * The '''Babinski reflex''' is where infants fan their toes in response to stroking of the foot from heel to toes. * The '''tonic-neck reflex''' is seen where they look like a fencer, basically. The absence or weakness of a reflex may indicate '''immaturity''' (as in prematurity), '''slowed responsiveness''' (which can result from anesthetics used during childbirth), '''brain injury''', or intellectual disability. === How Well Can Neonates Percieve The World? === The neonates can see, but do not have great visual acuity (20/600). The '''Looking Chamber''', or the chamber that observed the baby's eye movements and measured how much the baby spends looking at visual stimuli, was founded in the 1900s by Robert Fantz. '''Visual accommodation''' is when the lens of the eyes are changed to bring objects in a great focus. '''Convergence''' is the inward movement of the eyes as they focus on an object that is drawing nearer. We are not sure if neonates can respond to intesity, saturation, and hue. '''Cones''' are less developed than the '''rods''' in terms of structure. Neonates can hear well & prefer their mother's voices. When it comes to smell, babies have shown to have a preference to the odor of their mothers' milk and armpits. Neonates can discriminate between various tastes, including sweet, bitter, and sour. Neonates can slowly eat sweet foods to prevent overeating (wow!). Neonates can 100% feel pain, they just may not have the ability to express it. === How Well Can Neonates Learn? === * '''Classical conditioning''' - A neonate was conditioned to blink at the sound of a tone. * '''Operant conditioning''' - A neonate sucks on a pacifier so they can hear their mother read a fictional book out loud. [[File:Rem vs NREM sleep.png|thumb|Infograph about REM vs. N-REM sleep]] === Sleeping Patterns? === Neonates spend 16 hours a day, or 2/3rds of the time, sleeping. Sleep can be divided into * '''REM [rapid eye movement] sleep''' - Sleep where we dream, rapid eye movement. We need this, as neonates, so our neurons and synapses can be developed through protein. * '''Non-REM sleep''' - Don't dream, no rapid eye movement. === Why Do Babies Cry? === [[File:Crying infant (43101898172).jpg|left|thumb|I want my damn mom!]] As a form of communication (to want their mothers near them, as maternal comfort is the best remedy). Pro-longed high-pitch cries could lead to [[Cri du Chat]]. == 4.6 - Sudden Unexpected Infant Death & SIDS == '''[[w:SIDS|Sudden unexpected infant death]]''' - The random death of a baby <1 yrs old. Includes '''sudden infant death syndrome''', which is where babies die for no reason/accidental suffocation. Studies relating to SIDS focus on the '''medulla''', the stem of the brain which controls breathing and the sleep-wake cycle. '''How To Prevent?''' # Have the baby sleep on his back # Have the baby sleep on a firm sleep surface. # Have the baby sleep in the same room. # Remove any objects that could contribute to suffocation. [[Category:Child psychology (course)]] q0weqyfhuzf0ccv3niziqe7f295znai 0 303427 2814590 2774340 2026-06-08T14:17:00Z Atcovi 276019 [[Category:Child psychology (course)]] 2814590 wikitext text/x-wiki == 5.1 - Physical Growth & Development == '''What Are the Sequences of Physical Development? Head First?''' * The first '''2 years''' are massive for a child's development and physical growth. * '''Cephalocaudal development''' - Development from head to lower parts of the body. Head develops more rapidly than the rest of the body, that's why they so big. The brain develops faster than the spinal cord, arm buds form before leg buds, sucking reflex in-tact whilst legs are spindly. They get control from arms to legs. * '''Proximodistal development''' - Development from the body's central axis towards the periphery. Vital organs develop first and are essential. Gain control over shoulders before arms and fingers/hips before toes. * '''Differentiation''' - Behaviors and physical structures become more specialized. Toddlers may cry like neonates if someone hurts their finger, but they are less likely to just cry about it all willy-nilly! '''What patterns of growth occur in infancy?''' * Most dramatic gains in height/weight occur in '''prenatal development'''. Massive gains in weight can take place within 5 months, as infants can DOUBLE their weight. * Tall infants wind up taller than short infants. '''Failure To Thrive (FTT)''' '''Failure to thrive (FTT)''' - Disorder of impaired growth in infancy/early childhood, characterized by inability to gain weight within normal measures. Judged by low weight for age and low BMI. Organic FTT comes from insufficient intake of nutritents, whilst nonorganic FTT comes from psychological/social roots. Not only physical stunt in growth, but also has cognitive, behavioral, and emotional problems. Deficiencies in caregiver-child interaction play a key role in developing FTT, causes '''reactive-attachment disorder'''. May need to address nutritional support and attention to adjustment problems. '''Marasmus''' is a form of FTT which is caused by poor nutrition and the infant is painfully thin. A child can play "catch-up" once their problems are gone. '''Canalization''' is the tendency to return to one's genetically determined pattern of growth. == 5.2 - Nutrition: Fueling Development == Nutritional quality for children in the US is better than most countries, but racial minorities face difficulties in nutritional support due to poverty. Breast milk should be going for a year while solid foods come in at 4-6 months - can't be down before as the '''tongue-thrust reflex''' is active. First solid foods are iron-enriched cereal, followed by vegetables and meats. === Breastfeeding vs. Bottle-Feeding === * '''Breastfeeding:''' Breastfeeding is the golden standard, breast milk is lower in fat than whole milk, colostrum is amazing, health benefits for mom (builds bones, risk of cancer reduces), good on stomach, oxytocin and prolactin are involved * '''Bottle-feeding:''' Time consuming after work, allows husband and mother to take turns feeding, less likely to transmit HIV/alcohol/environmental hazards, if mother is malnourished: bottle-feeding is much better/preferable. '''Kwashiorkor''': A form of protein-energy malnutrition in which the body may break down its own reserves of protein, resulting in enlargement of the stomach, swollen feet, and other symptoms. Lack of protein. Includes guidelines on monitoring. Looks into food allergies. == 5.3 - Infancy: Physical Development == The nervous system is made up of '''nerves''', a bundle of axons from many neurons. * You already know about neurons, so skip. Neurons are wrapped with myelin sheaths, allowing faster transmission of neural impulses. '''Myelination''' is where axons become coated with myelin. This is developed when you can crawl/walk. In multiple sclerosis, myelin is replaced by hard tissues that disrupt neural transmission timing. Alzheimer disease is the breakdown of myelin and therefore reduction of cognitive abilities. * '''Medulla''' is involved in respiration/heartbeat. May get wrecked in SIDS. * '''Cerebellum''' is involved in balance and coordination, wrinkled part of the brain. * '''Cerebrum''': large mass of the forebrain with 2 hemispheres. Proliferation of neurons cause major growth spurts in brain. Vision is the earliest, dominant sense. === How Do Nature and Nurture Interact to Affect the Development of the Brain? === * Sensory stimulation & physical activity spur infant's development (reading babies a book/light). * Infants have more connections among neurons than adults do because connections that do NOT activate by experience die. == 5.4 - Infancy: Physical Development == '''Motor development''': Activity of muslces, changes in posture, movement, and coordination. Initially, nenonates can't sustain their hands - but by 3-6 months, they can hold their heads high! Visual motor development is measured by an infant's ability to '''stack blocks''' === Control of the Hands: Getting a Grip on Things? === * 3 months: clumsy swings at things. * 4-6 months: more success. * '''Ulnar grasp''': Hold objects between fingers and palm. * 5-11 months: Infant adjust their hands in anticipation to grasp moving targets. * '''Pincer grasp''', use of opposing thumb, comes in handy at 9-12 months. === Locomotion === '''Locomotion''': Movement from one place to another. * Crawling: Requires lifting the body off the floor and coordinating arm and leg movements. * 8-9 months: Infants remain in a standing position whilst holding onto something. * 12-15 months: '''Toddlers''' can walk. Africans get the advantage of doing this earlier than the whites. === How Do Nature and Nurture Interact to Affect Motor Development? === Maturation of neurons play a role in motor development. Slight effects from specialized training. Nature provides limits for the expression of inherited traits, while nurture determines if the child will develop above average skills and reach the cieling. Both maturation and experience play indispensable roles in motor development. == 5.5 - Sensory and Perceptual Development: Taking in the World == * '''Sensation''' - Stimulation of sensory organs; transmission of sensory info to the brain. * '''Perception''' - Process by which sensations are organized into a mental map of the world. [[File:20181204 Warming stripes (global, WMO, 1850-2018) - Climate Lab Book (Ed Hawkins).svg|thumb|Yeah, as a neonate, we are fans of these. ]] Newborns start out nearsighted, gains in visual perception are dramatic from birth - 6 months and is steady afterwards. Poor peripheral vision until 6 months of age, once its = to an adult. '''Visual Preferences: How Do You Capture an Infant’s Attention?''' Neonates perfer stripes than blobs. After ages 8 - 12 weeks, they move onto curved lines. * Frantz believed infants like faces because of patterns (eyes), while Groen believed liking faces was an evolutionary thing. * A 2001 study shows that infants like the components that make up the human face vs. the whole face. * Infants learn to distinguish their mother's faces from other faces, then emotional faces, then finally attractive vs. unattractive faces. * 1 month old vs. 2 month olds - move from the edges of the face to the inner part of the face. See '''Visual Cliff''' experiment. Development of '''perceptual constancy''' and '''size constancy'''. Size constancy is avaliable as early as 2 months old. '''Shape constancy''' is established at about 4-5 months old (proved by habituation). '''Development of Hearing: The Better to Hear You With?''' '''Habituation''' can take place. Infants at 3.5 months of age can discriminate between a mother and father's voice. Infants gradually lose the ability to discriminate sounds not found in their native language. Can ignore accents/slight variations in their native language as early as 6 months of age. '''Development of Coordination of the Senses: If I See It, Can I Touch It?''' Sources of sound and odor can be sensed through visual scanning. Young infants can recognize that objects experienced by one sense are the same as those experienced through another sense. '''Do Children Play an Active or a Passive Role in Perceptual Development?''' * '''Intentional action replaces "capture"''' (automatic responses to stimulation). Strong evidence that the neonate is 'prewired' to gather and seek visual info. * '''Systematic search replaces unsystematic search''' - pay more attention to objects and people to make better discriminations. * '''Attention becomes elective''' - Select info to pay attention to. * '''Irrelevant info becomes ignored''' - Older children shut out needless stimuli. Children do not like alcohol at all. Early exposure to vegetables is key to babies liking vegetables. "In short, children develop from passive, mechanical reactors to the world about them into active, purposeful seekers and organizers of sensory information". '''What Is the Evidence for the Roles of Nature and Nurture in Perceptual Development?''' * We have inborn ways of responding to sensory input. * Critical periods in perceptual development, failure for stimulation results in permanent sensory deficits. * "Most agree that nature and nurture interact to shape perceptual development. Nature continues to guide the unfolding of the child’s physical systems. Yet nurture continues to interact with nature in the development of these systems." Sensorimotor experiences thicken cortex. [[Category:Child psychology (course)]] hbnlkzi7h9ypw5c74yrra7vlrx2uvlp 0 303572 2814591 2774341 2026-06-08T14:17:24Z Atcovi 276019 [[Category:Child psychology (course)]] 2814591 wikitext text/x-wiki == 6.1 - Infancy: Cognitive Development #1 == This section focuses on the development of children's ways of ''perceiving and mentally representing the world.'' * '''Schemes''' - Children's concepts of the world. * '''Assimilation''' - Absorb new events into existing schemes. * '''Accommodation''' - Modify existing schemes when assimilation doesn't make sense. Piaget believed children's cognitive processes develop in '''stages'''. === [[Developmental psychology/Chapter 3/Infant Cognition#Sensorimotor Intelligence|Sensorimotor Stage]] === === Object Permanence === '''Object permanence''' is the realization that an object/person is still in existance even if its out of the peripheral vision. This ties into an infant's working memory and reasoning ability. If a child does not percieve a toy hidden under a blanket to be in existence, than it is not mentally represented. About 0-10 months, they will develop some form of object permanence. '''A-not-B error''': Infant tried to get the toy from screen A [as it was successful in the past] vs. getting the toy from screen B [to which he saw it placed there]. == 6.2 - Infancy: Cognitive Development #2 == '''Information-processing approach''': Focuses on how children mainpulate/process info coming in from the environment/already stored in the mind. '''What Is the Capacity of the Memory of Infants?''' * Cognitive capabilities depend on '''memory'''. This improves between 2-6 months of age and again by 12 months. * Coller did some ankle/mobile moving experiment where 2 month olds remembered to do the experiment (after 1 day has passed) after 3 days whilst 3 months old remembered after a week. * Reminders, or ''priming'', improved infant memory. '''Imitation: Infant See, Infant Do''' * '''Deferred imitation''' occurs as early as 6 months of age. * An early imitation that is "reflex" and inborn, strengthens survival and formation of caregiver-infant bonds. Made possible by '''mirror neurons'''. * ''What gives?'' Maybe this early imitation is occuring because of mirror neurons, not cognitive imitation. Scientists say this reflexive imitation drops out when reflexes drop out. * Mirror neurons are also connected with ''emotions''. Also connected with gender differences in empathy/instinctive human capacity to acquire language. == 6.3 - Social Influences on Early Cognitive Development == Vygotsky emphasized learning through a more skilled partner, first starting out in the household. ''Zone of proximal development'' is where the teacher comes in to sweep the child to a learning victory. Scaffolding is essential to independent learning. "According to Vygotsky, children’s cognitive development involves their '''internalizing''' skilled approaches from joint problem solving with more skilled partners." == 6.4 - Individual Differences in Cognitive Functioning Among Infants == Cognitive development is different for all infants. We test infants' intelligence through the... * '''Bayley Scales of Infant Development''' (BSID) - The 178 mental scale items assess verbal communication, perceptual skills, learning and memory, and problem-solving skills. The 111 motor scale items assess gross motor skills (standing, walking, and climbing) and fine motor skills (able to move fingers). An extra behavior rating scale is based on an examiner's observation of the child during the test, assessing attention span, goal directedness, persistence, and aspects of social and emotional development. '''Testing Infants: Why and with What?''' We test infants to see any early signs of ''sensory or neurological problems''. '''How Well Do Infant Scales Predict Later Intellectual Performance?''' Bayley got language and motor skills right (in terms of ability to predict those skills later in life). Can also predict cognitive development. CanNOT predict academic performance or IQ scores among schoolchildren well. ''Conclusion'': Can identify gross lags in development/sensorimotor skills, but moderate predictions of intelligence only a year later and it gets worse as time goes on. '''What Is Visual Recognition Memory? How Is It Used to Enhance Predictability of Infant Intelligence?''' '''Visual recognition memory''' is the ability to discriminate previously seen objects from novel objects. Based on habituation. IQ scores and visual recognition memory correlate positively. VR memory and intelligence are both stable traits. Though, prediction of intellectual capacities of infants in years to come are not very accurate. == 6.5 - Infancy: Language Development == === What Are Prelinguistic Vocalizations? === [[File:3 month old infant cooing in response to caregiver.ogv|thumb|A 3 month old infant cooing.|300x300px]] Prelinguistic words are words used before the development of language in infants. This includes cooing and babbling. Prelinguistic vocalizations do NOT represent objects/events. BOTH are innate and can be modified through experience. * In the first month, infants '''cry'''. Cries are NOT a primitive form of language. * In the second, infants '''coo''' (express positive emotions). Coos are better (articulate) than cries because they use their tongues. They come in forms of 'oohs' and 'ahs'. * About 8 months in and between 6-9 months, cooing stops and '''babbling''' increases. This is their first steps to human speech. They come in ''ba'', ''ga,'' and the good-old ''dada''. * 10-12 months, infants exhibit '''echolalia''' (automatic repetition of sounds/words) [''ah-bah-bah-bah-bah'']. * Towards the end of the 1st year, infants exhibit adult-like '''intonation''' (use of pitches of varying levels to help communicate meaning). It sounds as if the infant is trying to speak the parents' language. === How Does the Child Develop Vocabulary? === Vocabulary development = child's learning of the meanings of words. [[File:Dad with a Bjorn.jpg|left|thumb|Specific nominals'': daddy'']] '''Receptive vocabulary''' > '''expressive vocabulary'''. They pretty much know more words than can use. A good predictor of vocabulary at 24 months is their '''ability to segment speech sounds into meaningful units/words'''. ''When Is The First Word?'' About 8-18 months. About 65% of children's first words are categorized in '''<nowiki/>'general nominals'<nowiki/>''' and '<nowiki/>'''specific nominals''''. * '''General nominals''' are nouns that include the names of classes, objects or people (doggy, cat, boy, girl, she, he). Use pronouns as well. * '''Specific nominals''' are proper nouns (Daddy, Rover). At around 18-22 months of age, vocabulary acquisition is improved by the miles. ==== Referential and Expressive Styles in Language Development ==== Children who prefer a '''referential approach''' (refer to objects) in their language development use language to label objects in their environment. These include nominals, such as ''doggy, cat, pussy cat, boy''. On the other hand, children who prefer '''expressive language style''' (express your thanks!) use language for social interactions. These include words, such as ''stop'', ''more, thank you,'' and ''all gone''. ==== Overextension ==== '''Overextension''' is the use of words in situations in which their meanings become extended/inappropriate. This usually extends to words that are similar in '''function or form''' (mooi --> moon + cookies + cakes [all round]). [[File:Greenland 467 (35130903436) (cropped).jpg|thumb|''Doggy'' or ''Bow-Wow?'']] Once the child's language development expands, they can still use the overextended word and the correct word. For example... * ''Bow-Wow'' → Dog * ''Bow-Wow'' → Dog + Horses + Cats + Cows [familiar animal] ---- * ''Moo'' → Cow * ''Bow-Wow'' → Horses + Cats * ''Doggy/Bow-Wow'' → Dogs + Cat '''How Do Infants Create Sentences? On Telegraphing Ideas''' === Telegraphic Speech === Roger Brown called brief expressions that have the meaning of sentences: '''telegraphic speech'''. These include 'Home Tuesday' = "I'm going to be home on Tuesday". The '''mean length of utterance (MLU)''' is the average number of '''morephemes''', or the smallest unit of meaning in a language, that communicators use in their sentences (''walked'' → TWO morphemes, ''walk'' and ''-ed''). Morphemes include suffixes and prefixes. MLU increases greatly once verbal speech begins. ==== Holophrases ==== '''Holophrases''' are single words that express deep meanings. An example is yelling ''Mama!'' for "Come Here, Mama" or "You're My Mom". ==== Two-Word Sentences ==== [[File:Mom let go (9531237659).jpg|thumb|187x187px|"Go mommy!" --> [Go away Mom]]] An example is: "That ball good" --> the ''is'' and ''a'' are implied. These show an understanding of '''syntax''', or word placement ("My shoe", "Mommy go [she's leaving] vs. "Go mommy" [go away Mom!]). == 6.6 - Theories of Language Development: Can You Make a Houseplant Talk? == '''''Learning Theorists Perspective''''' Nature vs. nurture in how children learn language with some changes. * '''Models -''' Those who we imitate. Children learn language through observation and imitation. * '''Babbling''' - Babbling is innate but modified by language environment. Deaf infants' babbling is never similar to the sounds of the parents' language. * '''Reinforcement''' comes through in increasing the frequency of babbling (adult smiling --> positive feedback). From a behavioral perception, we see this through reinforcement and '''extinction'''. They acquire their early vocab through '''shaping''' [by the parents in terms of syntax and correct pronounciation]. Likely to shape on grammatical inaccuracies than inaccurate info, but you should still let your kids make pronunciation mistakes! Can the learning theory explain the studdent burst of language development? No, but it surely can explain why two-word sentences appear at the same in all development of languages. === How Does Psycholinguistic Theory Explain Language Development? === * '''Nativist View''': Innate/Inborn factors cause children to attend to and acquire language in certain ways. * '''Psycholinguistic theory''': Language acquisition involves an interaction between environmental influences (reinforcement, ex) and an inborn tendency to acquire language (nature + nurture). Innate tendency is the '''language acquisition device (LAD)'''. Proof is the deaf children miracle and the unified development of language development in children. Evidence from Chomsky comes from universal grammatical rules ('''deep structure)''' and babbling. * '''Surface structure''' of the language (superficial grammatical construction) is the cure to the infant's "prewired" desire to learnin grammar. * '''Sensitive periods''' for language development is from 18-24 months of age until puberty (for capability of learning a language through plasticity). Adapability is hella good for kids cuz of plasticity, but not for adults. * '''Infant-directed speech''' is where speech is slower, sentences are brief, simple in syntax, key words are spoken louder, and facial expressions are a ''must.'' === What Is the Emergentist Theory of Language Development? === The '''emergentist theory of language development''' is the view that the child's complex abilities to understand/produce language emerge from simpler processes that are biological, cognitive, and social in nature. This is basically heavily emphasizing nature. The 'ingredients' for emergence of language comes from genetics, neurons, CNS, W/B area, ability to learn by association, attention, social interaction, and cognitive desire (there's more but there's a gist). Some processes that 'glue' all these together include... * Formation of neural networks * Parent-infant interaction * Linkage of auditory with articulatory and conceptual systems * Infant's strats for learning the names of things and meanings of words. ^only applicable to humans. [[Category:Child psychology (course)]] kzh6irq2c55r1zwvi72i6tt322izb7h 0 303634 2814592 2774342 2026-06-08T14:17:34Z Atcovi 276019 [[Category:Child psychology (course)]] 2814592 wikitext text/x-wiki ==Attachment: Bonds That Endure== *'''Attachment''' - An affectional bond between individuals characterized by a seeking of closeness or contact and a show of distress upon separation. '''Mary Ainsworth''' came up with this definition, while '''John Bowlby''' believed it was essential for survivial. *'''Separation Anxiety''' - Fear of being separated from a target of attachment, usually a primary caregiver. Ainsworth came up with the '''Strange Situation''' method of measuring attachment. [[File:Baby yelling.jpg|thumb|Oh God, he's ''ambivalent!'']] ===Forms of Attachment=== *'''Secure attachment''' - A type of attachment characterized by showing ''mild distress'' at leave-takings, seeking nearness to an attachment figure, and being readily soothed by his figure. Overall, better relationships with parent, peers, teachers, and less behavior problems than insecurely attached children. *Insecure attachment is divided into '''avoidant attachment''' and '''ambivalent/resistant attachment'''. **'''Avoidant Attachment''' - A type of insecure attachment characterized by the ''apparent indifference'' to the leave-takings of, and reunions with, an attachment figure. **'''Ambivalent/Resistant Attachment''' - A type of insecure attachment characterized by ''severe distress'' at the leave-takings of, and ambivalent behavior at reunions with, an attachment figure. **'''Disorganized-disoriented Attachment''' (another category proposed) - A type of insecure attachment characterized by ''dazed and contradictory behaviors'' toward an attachment figure. === What Are the Roles of the Caregivers in the Formation of Bonds of Attachment? === Attachment = measure of the quality of care that infants receive. Caregivers can facilitate positive relationships with women of low-income status. Affectionate mothers get secure attachment, abusive mothers get insecure attachments. '''What about the father?''' Mothers are more likely to do maintenance/soft games than fathers (who will play/play rough). They are more involved with their children in developed nations than in the past. The ''diaper index'' is a real measurement! The more affectionate the interaction between father and infant, the stronger the attachment. === How Stable Are Bonds of Attachment? === Attachment patterns can change when the child care changes. === Are There Stages of Attachment? What Are They? (Ethological Theory) === # '''Indiscriminate attachment''' - the display of attachment behaviors toward any person. First 6 months, then wanes while specific attachments increase. Stranger anxiety follows after a month when the specific attachment increases. This is the '''initial pre-attachment phase''' (birth - 3 months, characterized by indiscriminate attachment). # '''Attachment-in-the-making phase''' - Occurs at about 3-4 months and is characterized by preference for familiar figures. # '''Clear-cut attachment phase''' - Occurs at about 6 or 7 months and is characterized by intensified dependence on the primary caregiver (usually the mom). In most cultures, single attachments are the exception, not the rule (father, day-care providers, grandparents, other caregivers + mother). === What Are the Various Theories of Attachment? How Does Each Emphasize Nature or Nurture in Its Explanation of the Development of Attachment? === ==== Cognitive View of Attachment: Is the Caregiver Mentally Represented? ==== * Infants must firmly grasp object permanence. '''Behavioral View of Attachment: Is the Caregiver a Reinforcer?''' * Caregiver becomes a conditioned reinforcer, providing needs. '''Psychoanalytic Views of Attachment: Is the Caregiver a Love Object?''' * Freud believed that the infant becomes emotionally attached to the mother during this time because she is the primary satisfier of the infant’s needs for food and sucking. * Erikson wrote that the mother’s general sensitivity to the child’s needs, not just the need for food, fosters the development of trust and attachment. Both believed that needs, such as oral activities, trust in the mother, and fulfilling the child's needs, all played a role in such relationship. '''The Harlows’ View of Attachment: Is the Caregiver a Source of Contact Comfort?''' '''Contact comfort''' (being around someone is comforting) vs. just wanting food? [Harlow bros, 1966]. A presence of a mother figure provides security for '''exploration'''. ==== The Ethological View of Attachment: Evolution, Attachment, and Survival ==== * Smiling is instinct, and a '''social smile''' may develop in infants to a human voice or face. This is critical for survival as a baby's smile elicits caregivers' affection. - Imprinting, attachment seems to take place during a 'critical' period. [[w:Konrad_Lorenz|'''Konrad Lorenz''']] may not look like the typical 'daddy' to you, but these goslings became attached to him because he was the first moving object they perceived and followed. This type of attachment process is referred to as imprinting. Korenz believed attachment is a species-'''specific''' action pattern. == Issues in Attachment: Social Deprivation, Child Abuse, and Autism Spectrum Disorder == '''What Are the Effects of Social Deprivation on Child Development?''' Little stimulation from caregivers = future problems/delays. Harlows studied rhesus monkeys that were socially confined avoided contact with others. They can make a comeback though. We found institutionalized children who were neglected and found many of them lose interest in their world, become inactive, and some even die. It's sort of like a syndrome. * Classic studies by Leon Yarrow and his colleagues (Yarrow et al., 1971; Yarrow & Goodwin, 1973) suggest that deficiencies in sensory stimulation and social interaction may cause more problems than lack of love in infants who are too young to have developed specific attachments. However, <u>once infants have developed specific attachments</u>, separation from their primary caregivers can lead to problems. * In a second study: The researchers found strong correlations between the age at which the children were separated and later feeding and sleeping problems, decreased social responsiveness, and extremes in attachment behaviors. * '''Conclusion:''' least up to the age of 3 months or so, may require general sensory and social stimulation more than a specific relationship with a primary caregiver. After the age of 3 months, some disturbance is likely if there is instability in the caregiving staff. By the ages of 6–9 months, disturbance seems to be guaranteed if there is instability in the position of primary caregiver. Children can catch up, if they were neglected early on, on their social and emotional development. '''How Common Are Child Abuse and Neglect? What Are Their Effects?''' Over 4 million reports of child abuse to authorities every year. There are 3 forms of child neglect: # '''Physical neglect''': a 2 year old who was found wandering in the street late at night, naked and alone. # '''Educational neglect''': A 12 year old who could go to school whenever and however long he wants. # '''Emotional neglect''': Siblings who saw their parents fight + a child whose mother helped him attack a lady. Younger children are more likely to suffer than older children because they cry a lot. Neglect is passive whilst abuse is active. How to prevent? Reporting to authorities, strengthen parent skills among general population (family planning classes in high school), programs for groups at high risk, info about abuse being rampant (child abuse hotlines), and increased publicity. '''What Is Autism Spectrum Disorder? On Being Alone among the Crowd''' * '''Autism Spectrum Disorder''' is characterized by inability to engage, inability to accept change, communication problems, and repetitive behavior. Can be evident by age 3/before end of 1st year. ASD consists of a number of disorders, including Asperger syndrome. * The word ''autism'' derives from the Greek ''autos'', meaning “self.” * The teacher of a 5-year-old autistic girl would greet her each morning with “Good morning, Lily, I am very, very glad to see you.” Lily would ignore the greeting, but she would shriek if the teacher omitted even one of the ''very''’s. This feature of ASD is termed “preservation of sameness.” * Various lines of evidence suggest a key role for biological factors in ASD, including low birth weight and old parents. Some stuff about using certain areas of the brain (cerebral cortex) and less areas, including the frontal system. '''Treatment?''' * Principles of learning * Behavior modification * Drugs that enhance serotonin activity (SSRIs) == Emotional Development == * '''Emotion''': State of feeling that has physiological, situational, and cognitive components. Infants start off with each positive attraction or withdrawal. Then, social smiling replaces reflexive smiling... and laughter soon follows. * '''Differential Emotions Theory''' - Izard's view that major emotions are distinct at birth, but emerge gradually in accord with maturation and the child's developing needs. Using his ''Maximally Discriminative Facial Movement Scoring System'', Izard conferred that infants experience anger, joy, fear, and excitement. '''Is Emotional Development Linked to Patterns of Attachment?''' * Fear was the most powerful emotion with '''resistant children'''. * Avoidant children grew more fearful, and resist children became less joyful. * "At 33 months of age, securely attached children were less likely to show fear and anger, even when they were exposed to situations designed to elicit these emotions." '''What Is Meant by Stranger Anxiety? Is It Something to Worry about?''' * '''Stranger anxiety''', fear if unfamiliar people, emerges between 6 and 9 months of age. Less likely to showcase stranger anxiety when held by moms, mom is present, or in familiar surroundings. '''Social Referencing''' '''Social referencing''' is the using of another person's reaction to a situation to formulate one's own independent assessment. Components of this includes... * Looking at another older individual in a new situation * Put that individual's emotional response to the unfamiliar situation * Putting our own emotional response to that individual's response. Carver and Vaccaro found that 1 year olds respond quicker to fear than neutral/positive emotions. '''How Do Infants Regulate Their Emotions?''' * Emotional signals from adults * Through caregivers. Infants signal help is needed and the caregiver comes to the rescue. == Personality Development == '''Personality''' = An individual's distinctive ways of responding to people and events. '''What is self-concept? How does self-concept develop?''' * '''Self-concept''' = One's view of one's self. Infants slowly understand the concept of self-concept, first by seeing their hand move in/out of sight, then understanding that their little bodies can only go so far! How have we assessed for self-concept? # '''Mirror technique -''' nose touching = children recognize themselves/have a mental picture of themselves. 18 month olds point at their nose. Self-awareness increases infant's social and emotional development, encouraging sharing and cooperation & self-conscious emotions (shame, pride, embarrasment, etc.). '''Temperament: Easy, Difficult, or Slow to Warm Up''' * '''Temperament''': Individual differences in styles of reaction that are present early in life. Scientists believe it is the core of personality and has a strong, genetic component attached to it. Thomas and Chess came up with 9 characteristics of temperament, with other additional characteristics. # Activity level # Smiling/laughter # Regularity in child's bio functions (eating, sleeping). # Approach/withdrawal from situations, people # Adaptability to new situations # Sensitive to sensory stimuli # Intensity of responsiveness # Quality of mood (cheerful or unpleasant) # Disctractibility # Attention span and persistence # Soothability # Distress when limits are placed Three categories for these characteristics: '''easy, difficult, "slow to warm up".''' Research has found that there is '''moderate consistency''' in temperament development from infancy and onwards. Parents may facilitate or weaken a certain temperament. * '''Goodness of fit''' - Agreement between the parents' expectations of, or demands on, the child and the child's temperamental characteristics. A child's temperament does NOT mean the parents are "bad". == Gender Differences == '''What Are the Differences in Behavior between Infant Girls and Boys?''' * Girls ''tend'' to advance more rapidly in their motor development in infancy, as they sit, crawl, and walk earlier than boys do. * Girls and boys ONLY differ on what their preferences lie in when '''playing with toys and doing activities''' (dolls, toy animals vs. toy trucks, toy airplanes, and sports equipment). This happens as early as ''12-18 months of age''. '''Do Adults Behave Differently in Their Interactions with Infant Girls and Boys?''' * When adults interact with a boy or a girl, they prefer them to more physical activity/sports toys vs. dolls and playhouses ('softer' stuff). '''Do Parents Treat Their Infant Sons and Daughters Differently?''' * Parents are more rough with boys and talk (about feelings) to girls. Gender stereotypes match respective gender. [[Category:Child psychology (course)]] tub1oq6ky8xq63igp8dgad9y5md6oym 0 303742 2814593 2774344 2026-06-08T14:17:53Z Atcovi 276019 [[Category:Child psychology (course)]] 2814593 wikitext text/x-wiki Children became full-on dependents to parents to interacting with the broader world (early childhood: ages 2 - 6). == 8.1 - Growth Patterns == '''What Changes Occur in Height and Weight During Early Childhood?''' Even growth in height (2-3in) and weight (4-6lb). '''How Does the Brain Develop During Early Childhood?''' Brain grows the fastest due to myelination of nerve fibers, which increase development of fine motor skills. Balance is increased in improvement to cerebellum (balance and coordination). Improvement in ability to attend to/process visual info + scan visual material systematically (are these pics identical?). More focused and improved reading. '''Are Some Children Right-Brained and Others Left-Brained?''' Right-handed individuals = left hemisphere is more involved in intellectual undertakings. But we don't have "right-brained" or "left-brained" children. '''What Is Meant by Plasticity of the Brain?''' * '''Plasticity''' - The tendency of new parts of the brain to take up the functions of injured parts. 2 factors for brain's plasticity: growth of new dendrites ("sprouting") and redudant (multiple) neural connections for the same function. == 8.2 - Motor Development == '''How Do Gross Motor Skills Develop in Early Childhood?''' * '''Gross motor skills''' - Skills that employ the large muscles used in locomotion. "In early childhood, children appear to acquire motor skills by teaching themselves and observing the behavior of other children." Girls have the upper hand with balance/precision of movement. Boys show advantage in throwing and kicking. Genetic predisposition, motivation, and practice are important. '''Physical Activity''': 2-4 yr olds will play more in physically oriented play vs. 4-6 yr olds. '''Rough-and-Tumbe Play''': Same universally, but shaped by culture. '''Which Child Will Be Active?''' Depends: role models (parents), family activities, encouragement, genetics '''How Do Fine Motor Skills Develop in Early Childhood?''' * '''Fine Motor Skills:''' Skills that employ the small muscles used in manipulation (fingers). Allows children to hold pencils. Making scribbles --> Drawing pictures: placement, shape, design, and pictorial stages (resemble recognizable objects). Drawings may be symbolic. '''When Does Handedness Emerge? Are There Advantages or Disadvantages to Being Left-Handed?''' This emerges 6-14 months of age. Overall differences in being left-handed or right-handed are small. Left-handed people have been found to have disadvantages in language problems/psychological disorders. == 8.3 - Nutrition == Nutrition NEEDS CHANGE! In early childhood (ages 2 - 6), children grow slower, so less calories are needed. The more a child grows, the more calories they need. '''What Are Children’s Patterns of Eating?''' * Children's appetite will decrease cuz of less growth. * Fixations with certain foods will develop. * Kids like sugar, girls like vegetables while boys like meat, and parents can influence what the kids will eat. * ''How to get kids to like vegetables?'' Feed them incrementally. A balanced diet has all the food categories (grains, veggies, fruits, proteins, diary). == 8.4 - Health and Illness == Kids get sick every now and then, but some illnesses may be severe. === What Minor Illnesses Do Children Develop in Early Childhood? === '''Minor Illnesses''': Respiratory infections (colds, upset stomach, vomiting, diarrhea). Good as can build up immune system. Decreases as progress is made through early childhood. Diarrhea has been the #1 cause of death in young children in developing countries. === What Major Illnesses Do Children Encounter? === * Pneuomnia * Diarrhea ('''oral rehydration therapy''' used to cure dehydration from diarrhea, uses a salt-and-sugar solution). * Malaria * Measles * Malnutrition Vaccines are necessary and needed. Other lesser concerned problems, such as asthma and migraine, may need extensive health care. Lead is not good (from paint, formerly pencils). === What Is the Role of Accidents as a Cause of Death in Early Childhood? === Accidents, or "unintentional injuries", are the leading cause of death for children (in DEVELOPED countries). Examples are car accidents, drowning, and fires. Homicide is a big contendor as well. Poverty is a factor. Legislation (required child safety seats, window guards, lifegaurds, manufacturers removing lead from pencil, ex.) have been passed to make the world a better place for children. == 8.5 - Sleep == Compared to infants, children sleep less and need a '''transitional object''' (teddy bear, for example). === What Sleep Disorders Affect Children? === * '''Sleep/night terrors''' - Frightening, dreamlike experiences that take place during non-REM/deep sleep (early in the night/right after sleep). * '''Nightmares''' - Frightening dreams that take place during REM sleep (usually in the morning). Children with frequent night terrors/nightmares may develop '''insomnia'''. * '''Sleepwalking''' - Deep sleep walking. Eyes are open. == 8.6 - Elimination Disorders == Although a heated family topic, parents should wait until the ''third year'' to begin '''toilet training'''. '''What Is Enuresis?''' * '''Enuresis''': Failure to control urination at a normal age. Must occur twice a month for 5/6 yr olds, and once a month for older children. Could be caused by infections of the urinary tract, kidney problems, or immaturity in development of the motor cortex. * '''Bedwetting''': Nighttime accident (what Mohomed did). Children will outgrow this usually by age 8. Solutions: limit fluid intake, wake the child at night, implement a nightlight, consistent schedule, and reward the child's success. '''What Is Encopresis?''' * '''Encopresis''': "Soiling", lack of control over bowl movement. Could be caused commonly by constipation. Either caused by harsh punishment when toilet mistakes are made, thereby tightening up the anal sphincter muscles and not allowing defecation - or repeated rumination of soiling, which leads to a 'soiling' cycle. [[Category:Child psychology (course)]] 471klac6pij2c72o5belf26msmad010 0 303833 2814594 2774345 2026-06-08T14:18:34Z Atcovi 276019 [[Category:Child psychology (course)]] 2814594 wikitext text/x-wiki == 9.1 - Jean Piaget’s Preoperational Stage == * '''Preoperational stage''' - Second stage of Piaget's scheme, characterized by inflexible and irreversible mental manipulation of symbols. Essentially the use of symbols = represent objects and relationships. '''How Do Children in the Preoperational Stage Think and Behave?''' Children draw and scrabble a lot, usually drawing symbols (scribble and draw pictures that represent objects, people, and events). '''What Is Symbolic or Pretend Play?''' * '''Symbolic play''' - Play in which children make believe that objects and toys are other than what they are. Starts in second year. Could be divided into violent, elaborative, and solitaritive. '''What Are Imaginary Companions?''' * '''Imaginary companions''' are an example of ''parasocial interactions'' (one-sided interactions, between a person and an imaginary friend). '''What Are “Operations”?''' * '''Operations''' = Mental acts/schemes in which objects are changed and then can be returned to their original states. In the preoperational stage, this ability is 'under construction' while egocentrism, confusion, and the inability to focus on one thing at a time prevail. '''Egocentrism: Why Do Young Children Think “It’s All about Me”?''' * '''Egocentrism''' - "I can't see other people's POV". Seen in the 'three-mountains test'. '''Causality: Why? Because!''' * Sun shines because the shun wants to shine on them --> '''precausal''' (type of thinking in which natural cause-and-effect relationships are caused by will). * '''Transductive reasoning''' - Reasoning from the specific to the specific. "Separate, specific events, daylight (or being awake) and going on the swings, are thought of as having cause-and-effect relationships." * '''Animism''', or the attribution of life and intentionality to inanimate objects, and '''artificialism''', the belief that environmental features were made by people. ("Why is the moon gone during the day?" "It is afraid of the sun"). '''How Do Young Children Confuse Mental and Physical Events?: On “Galaprocks” and Dreams That Are Real''' They do not understand that words are arbitrary, they are confused between symbols and things they represent (they could genuinely believe that they are a "galaprock" just cuz!), and believe their dreams are real. '''How Many Dimensions of a Problem Do Young Children Focus on at Once?: On Mental Blinders''' A child will believe water in a taller, skinnier cup has more water than a larger, smaller cup. '''What Is Meant By Conservation? (''Hint:'' We’re Not Talking about the Environment)''' * '''Conservation''': Properties of substances are constant even if you change the arrangement. Focus on two aspects of a situation (height and width). * '''Centration''': Focusing on one dimension of a situation while ignoring others. * '''Irreversibility''': Actions CAN be reversed, but kids don't know that. '''What Do Young Children Put in Their Classes? On Class Inclusion''' * '''Class Inclusion''': The principle that one category or class of things can include several subclasses. ("Do you see more dogs or cats? There are more dogs than animals"). * '''Essentialist''': View that differences between racial groups are fixed due to an inborn nature that defines members of various racial groups. '''How Accurately Do Piaget’s Views Represent Cognitive Development in Early Childhood?''' * Accuracy of his age estimates when dealing with children's failures to display certain cognitive skills? * Lack of language comprehension? * Understanding of CASUALITY is better than we thought. * Bias in the standard conservation task (water beakers test)? == 9.2 - Vygotsky’s Views on Early Childhood Cognitive Development == * '''Scaffolding''' - Social support * ''Key ingredients in child's cognitive development?'' Parental responsiveness and interaction. A component of this is scaffolding. * Zone of proximal development (ZPD): Adults/older children can guide younger children to the children's capabilities. == 9.3 - Other Factors in Early Childhood Cognitive Development: The Home Environment, Preschool, and Television == === How Does the Home Environment Affect the Cognitive Development of Children? === * Caldwell and friends made up the '''HOME''' (Home Observation for Measurement of the Environment), which evaluates children's home environment. It's made up of 6 scales, assessing play toys, parental punishments, involvement, variety in their day, etc. * The home environment plays a big role in intellectual development and academic achievement. Good predictor for IQ tests at later ages. === How Do Preschool Educational Programs Affect Children’s Cognitive Development? === * Good for children's academic achievements. Some are academic-based, such as the '''Horace Mann School''', while majority are child-centered (play-based). * Some programs, such as the '''Head Start program''', are aimed at providing healthcare and social services to children and their families (that are struck by poverty). Initial improvements can be massive. Girls in these preschool programs are less likely to become single, education-abandoning mothers. === Is Television a Window on the World for Young Children, or a Prison within a False World? === It's mixed... * Educational television shows have positive effects. (Sesame Street, ex.), but pure entertainment (like Spongebob, ex.) could be harmful. Set a time limit and be a guide for your child while watching & explain to them the concepts of advertising, violence, and real-life applications. * '''And What about Commercials?''' Commercials can be bad, especially if they advertise unhealthy foods (Reeses Puffs for breakfast, ex.). * '''What Is the Couch-Potato Effect? ↑''' More television '''↑''' Likelyhood of being obese. == 9.4 - Theory of Mind == '''Theory of Mind''': A common-sense understanding of how the mind works. '''What Are Young Children’s Ideas about How the Mind Works?''' Much to the opposition of Piaget, preschool children can predict and explain human action/emotion in terms of their mental state. '''On False Beliefs: Just Where Did Those Crayons Go?''' 3 year olds thought the fooled Cathy was going to find rocks, but 4-5 year olds knew that Cathy was gonna be fooled and incorrectly believe crayons were in the bag, when the clown had in fact removed the crayons in the bag and replaced it with rocks. Development of knowing '''false beliefs''' is related to executive functioning (working memory). '''On the Origins of Knowledge: Where Does It Come From?''' 3 year olds incorrectly thought a ball was blue just by feeling it. Most children at age 3 learn things through '''senses/interactions'''. '''The Appearance–Reality Distinction: Are Appearances at Some Ages More Deceiving Than at Others?''' Children must understand '''appearance-reality distinction''', the difference between real events and mental events, fantasies, and misleading appearances. By preschool ages (4, for example), they are able to distinguish between real items and imagined items. Children of the preschool years have a limited understanding of '''mental representations''' (eraser-cooke mix up, etc.). Can't understand change in mental states and items being two things at once. == 9.5 - Development of Memory: Creating Files, Storing Them, Retrieving Them == === What Memory Skills Do Children Have in Early Childhood? How Do We Know? === * '''Recognition''' akin to a multiple choice test, '''recall''' akin to a fill-in-the-blank test. They are better at recognition, than recall - and better at recalling activities they've done vs. recalling objects. === How Competent Are Young Children’s Memories? === * From Nelson and Fivush's study, we can see that children have '''scripts''' (abstract generalizations of familiar events). * The more the children talks about a personal event, the increase in '''autobiographical memory''' (memory of specific episodes/events) is evident. === What Factors Influence Memory Skills in Early Childhood? === * '''Types of Memory?''' Better at recalling activities than recalling specific objects. Better at recalling step-by-step orders. * '''Interest Level''' = Interest Level is aligned with attention/memory. * '''Retrieval Cues''' = Younger kids need cues more than older kids. * '''Types of Measurement''' = Subjective analysis of recall. Maybe a physical (show) report (dolls) is better than a verbal report. === Memory Strategies: How Do Children Remember to Remember? === # '''Rehearsel''' # '''Chunking''' (categories) == 9.6 - Language Development: Why “Daddy Goed Away” == Language development goes crazy during preschool years. === Words, Words, and More Words—How Does Vocabulary Develop in Early Childhood? === * '''Fast-mapping''' = Determing a word's meaning, which increases a child's vocab development. The key to is earlier cognitive biases/constraints. * '''Whole-object assumption''' = Children assume the word refers to the whole objects and not specific characteristics. * '''Contrast assumption''' = If a word means one thing, then it can't mean another (doggy vs. unknown object [lemur] scenario). === Putting Words Together—How Does Grammar Develop in Early Childhood? === * '''Overregularization''' = Application of regular grammatical rules to irregular verbs and nouns (''-d''/''-ed'' = regular verbs, walk --> walk''ed''). Kids will say "goed", "sitted", "sheeps", "childs", etc. === Pragmatics: Can Preschoolers Be Practical? === * '''Pragmatics''': The practical aspects of communication, such as adaptation of language to fit the social situation. === What Are the Connections Between Language and Cognition? Which Comes First: The Concept or the Word? === * Vygotsky's concept of '''private speech''' is the theory that a child's vocalization, at 4/5, turns into an internal dialogue, at 6/7. It is the ''ultimate binding of language and thought''. [[Category:Child psychology (course)]] m0mp12fml21119fgttz1f16y7bk1lud 0 304082 2814595 2774343 2026-06-08T14:18:46Z Atcovi 276019 [[Category:Child psychology (course)]] 2814595 wikitext text/x-wiki == Influences on Development: Parents, Siblings, and Peers == === What Are the Dimensions of Childrearing? === * '''Warmth-Coldness''': Warm parents are affectionate, cold parents ignore/berate their children. * '''Restrictiveness–Permissiveness:''' Parents who are restrictive impose harsh rules and are over-watchful of their children. ''Authoritative'' parents control but support. Permissive parents have few rules. According to research, this allows children to be higher in self-esteem and adjustment. === How Do Parents Enforce Restrictions? === Parents should enforce restrictions by providing an adequate explanation and explicitly stating the need for behavioral change through ''inductive reasoning''. If parents scold their child through an "ego-show", it can be detrimental for the child's development. Withdrawal of love is also another form of discipline. === What Parenting Styles Are Involved in the Transmission of Values and Standards? === [[w:Diana_Baumrind|Baumrind]] did some research... * '''Authoritative''': Controlling, but supporting [best]. * '''Authoritarian''': Controlling, but hurting. ("because I said so") * '''Permissive-Indulgent''': No control, but a lot of love. * '''Rejecting-Neglecting''': No control and no love, either. === How Do the Situation and the Child Influence Parenting Styles? === Baumrind gave some advice: Give clear rules appropriate for the child's age, but do NOT yell or spank them. === How Do Siblings Influence Social and Emotional Development in Early Childhood? === Siblings can provide great social benefits, provide protection and provide comfort to each other. Fighting between siblings actually improves self-identity, social competence, and provides a good framework for acceptable rearing for their own offspring. As they grow older, their relationship becomes more ''egalitarian'' and conflict is less intense. '''The Birth of a New Sibling''' [[File:Children of Kabul, Afghanistan.jpg|thumb|A brother and sister in Kabul, Afghanistan.]] The birth of a new sibling could bring... * '''Regression''' - Imitating newer sibling because they are 'cute', so this causes a momentarious drop in development. * '''Sibling rivalry''' - Parental support and fore-warning can decrease this. == 10.2 - Early Childhood: Social and Emotional Development == === What Are the Characteristics of Play? How Does Play Affect Children’s Development? === * '''Dramatic Play''' - Children enact roles. Includes functional, symbolic, constructive, and formal development. [[File:Boys playing street football in Egypt.jpg|left|thumb|Football being played in the streets of Egypt, a great example of '''social play'''. ]] THEORIES * '''Nonsocial play''' - Solitary/looking out/unoccupied play. * '''Social play''' - Associative/cooperative play. Toys/different type of games could be different based on gender. [[File:Z-puzzle.jpg|thumb|A child playing with a puzzle piece by herself (assumingly) is a great example of '''non-social play'''. ]] === What Is Prosocial Behavior? How Does It Develop? === * '''Prosocial behavior''' (altruism) - Behavior that benefits others without reward. * '''Empathy''' - Sensitivity towards others. Girls rule in this! === Aggression—The Dark Side of Social Interaction: How Does It Develop? === Aggression is common within younger children, whilst older children show aggression towards certain persons. === What Are the Causes of Aggression in Children? === * '''Evolutionary Theory:''' "Struggle for Survival" * '''Biological Factors:''' Genetic factors, including testosterone. * '''Cognitive Factors''': Lack empathy, think everyone is out for them. * '''Social Cognitive Theory (behavior)''': Behavior, environment, and personal/cognitive factors (including upbringing and values) are all mutually influential. * '''Media Influences''': Albert Bandura's Bobo doll. Showcase '''disinhibited''' behaviors ("ok, I wanted to do this for so long, but now that he's doing it with no consequences, imma follow through!"). == 10.3 - Early Childhood: Social and Emotional Development == [[File:Anganwadi pre school.jpg|thumb|An [[w:Anganwadi|Anganwadi]] pre-school in India. ]] === How Does the Self Develop During Early Childhood? === * '''Categorical self''': Definitions of the self that refer to concrete external traits ("baby, child, adult" + "boy, girl"). * Pre schoolers have stable traits, such as behaving themselves in front of adults. * Positive self-esteem lives on (securely attached). * Make judgements on their cognitive and social compentnece. * Increased self-regulation. === Initiative versus Guilt === Erikson's stage. * They seek independence/to do things by themselves. === The Horrors of Early Childhood: What Sorts of Fears Do Children Have During the Preschool Years? === * Fears go from fake stuff (a monster under the bed) to real things (insects, thunder, strangers). A lot of fear revolves around concerns for '''personal safety.''' Ways of getting rid of fears goes as... # '''Desensitization''' # '''Operant Conditioning''' # '''Participant Modeling''' (imitant behavior that invokes fear, to which the imitated behavior is of no fear to the target). == 10.4 - Development of Gender Identity, Gender Roles, and Gender Differences == [[File:Father Flanagan's Boys Town Football Squad (72843).jpg|thumb|400x400px|Men are perceived to be "tougher" and "dominant". ]] === What Is Gender Identity? How Does It Develop? === * '''Gender Identity''' - One's sense of being a man or a woman. * '''Sex assignment''' - The labeling of a man or a woman. * '''Transgender''' - People who identifies as a different gender in opposition to their biological sex. * '''Gender roles''' = Traits that men and women historically/traditionally follow. Girls are perceived to show more fear/empathy, men are perceived as more dominant. [[Category:Child psychology (course)]] 7h6x57s9bd55k4uxaqlyty8sffa38bs 0 305659 2814534 2814533 2026-06-08T12:00:33Z Unitfreak 695864 /* Second Set */ 2814534 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: :<math>16^{12} \times 3,055 \text{ seconds} \approx 27.25 \text{ billion years}</math> [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully timestamp Divisions == The Bully system's time range is divided into three distinct sets: === First Set === * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Measures time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> === Second Set === * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Tracks cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] === Third Set === * {{mono|8209 2800 0000}} — {{mono|FFFF FFFF FFFF}}: Begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. ==== Realized vs. Estimated Bully timestamps ==== Each Bully timestamp is realized exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an estimate of how elapsed time might have transpired in the past, rather than an actual realization of Bully time. Bully time should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 655,360 realized Bully timestamps (8209 27F9 0000 ... 8209 2804 0000) during the more than 65 years of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycle * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] === Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. Consequently, all "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decayed at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 3''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 3''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 3: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 3''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 4''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 4: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 4''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 4''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 0qnpfpq4rhd1j5krzrm9tofr2xh18uu 2814536 2814534 2026-06-08T12:01:15Z Unitfreak 695864 /* Third Set */ 2814536 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: :<math>16^{12} \times 3,055 \text{ seconds} \approx 27.25 \text{ billion years}</math> [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully timestamp Divisions == The Bully system's time range is divided into three distinct sets: === First Set === * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Measures time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> === Second Set === * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Tracks cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] === Third Set === * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. ==== Realized vs. Estimated Bully timestamps ==== Each Bully timestamp is realized exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an estimate of how elapsed time might have transpired in the past, rather than an actual realization of Bully time. Bully time should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 655,360 realized Bully timestamps (8209 27F9 0000 ... 8209 2804 0000) during the more than 65 years of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycle * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] === Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. Consequently, all "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decayed at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 3''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 3''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 3: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 3''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 4''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 4: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 4''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 4''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] j31begny7nk6k9hty6ter4q1ypspuph 2814537 2814536 2026-06-08T12:02:54Z Unitfreak 695864 /* Relativistic and Cosmological Considerations */ 2814537 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: :<math>16^{12} \times 3,055 \text{ seconds} \approx 27.25 \text{ billion years}</math> [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully timestamp Divisions == The Bully system's time range is divided into three distinct sets: === First Set === * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Measures time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> === Second Set === * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Tracks cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] === Third Set === * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. ==== Realized vs. Estimated Bully timestamps ==== Each Bully timestamp is realized exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an estimate of how elapsed time might have transpired in the past, rather than an actual realization of Bully time. Bully time should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 655,360 realized Bully timestamps (8209 27F9 0000 ... 8209 2804 0000) during the more than 65 years of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycle * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] === Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decayed at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 3''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 3''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 3: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 3''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 4''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 4: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 4''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 4''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] gecx9cwid2egmvbaa0oavhijyjyr3qh 2814539 2814537 2026-06-08T12:05:14Z Unitfreak 695864 /* Relativistic and Cosmological Considerations */ 2814539 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: :<math>16^{12} \times 3,055 \text{ seconds} \approx 27.25 \text{ billion years}</math> [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully timestamp Divisions == The Bully system's time range is divided into three distinct sets: === First Set === * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Measures time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> === Second Set === * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Tracks cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] === Third Set === * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. ==== Realized vs. Estimated Bully timestamps ==== Each Bully timestamp is realized exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an estimate of how elapsed time might have transpired in the past, rather than an actual realization of Bully time. Bully time should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 655,360 realized Bully timestamps (8209 27F9 0000 ... 8209 2804 0000) during the more than 65 years of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycle * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] === Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set ('{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 3''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 3''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 3: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 3''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 4''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 4: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 4''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 4''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 898cd9da9o8xthpquaqsflzhmq8bew3 2814540 2814539 2026-06-08T12:06:18Z Unitfreak 695864 /* Relativistic and Cosmological Considerations */ 2814540 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: :<math>16^{12} \times 3,055 \text{ seconds} \approx 27.25 \text{ billion years}</math> [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully timestamp Divisions == The Bully system's time range is divided into three distinct sets: === First Set === * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Measures time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> === Second Set === * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Tracks cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] === Third Set === * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. ==== Realized vs. Estimated Bully timestamps ==== Each Bully timestamp is realized exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an estimate of how elapsed time might have transpired in the past, rather than an actual realization of Bully time. Bully time should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 655,360 realized Bully timestamps (8209 27F9 0000 ... 8209 2804 0000) during the more than 65 years of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycle * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] === Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 3''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 3''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 3: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 3''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 4''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 4: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 4''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 4''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] aguep61j5fvj5c17z6o9q8ws6spfvmr 2814545 2814540 2026-06-08T12:16:35Z Unitfreak 695864 /* The Metonic Cycle */ 2814545 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: :<math>16^{12} \times 3,055 \text{ seconds} \approx 27.25 \text{ billion years}</math> [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully timestamp Divisions == The Bully system's time range is divided into three distinct sets: === First Set === * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Measures time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> === Second Set === * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Tracks cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] === Third Set === * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. ==== Realized vs. Estimated Bully timestamps ==== Each Bully timestamp is realized exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an estimate of how elapsed time might have transpired in the past, rather than an actual realization of Bully time. Bully time should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 655,360 realized Bully timestamps (8209 27F9 0000 ... 8209 2804 0000) during the more than 65 years of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] === Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 3''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 3''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 3: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 3''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 4''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 4: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 4''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 4''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 8ncw5yq5f54lcs9x9lzi0i58olg022w 2814559 2814545 2026-06-08T13:14:16Z Unitfreak 695864 /* Realized vs. Estimated Bully timestamps */ 2814559 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: :<math>16^{12} \times 3,055 \text{ seconds} \approx 27.25 \text{ billion years}</math> [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully timestamp Divisions == The Bully system's time range is divided into three distinct sets: === First Set === * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Measures time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> === Second Set === * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Tracks cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] === Third Set === * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. ==== Realized vs. Estimated Bully timestamps ==== Each Bully timestamp is realized exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an estimate of how elapsed time might have transpired in the past, rather than an actual realization of Bully time. Bully time should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] === Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 3''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 3''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 3: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 3''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 4''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 4: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 4''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 4''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 7950bh97v8kw5qyrddghyjuih3fpniv 0 305995 2814739 2726583 2026-06-09T03:21:50Z Jtneill 10242 Adjust to more specific category 2814739 wikitext text/x-wiki {{title|Stress mindset:<br>What is stress mindset, why does it matter, how can it be cultivated?}} {{MECR3|1=https://www.youtube.com/watch?v=GdUiu33MhIs}} __TOC__ ==Overview == {{RoundBoxTop|theme=3}} [[File:Freies Wissen Fellow Presentation.jpg|right|thumb|220px|'''Figure 1'''. Man presenting confidently.]] Imagine this: You have been chosen to pitch an important project to your company’s top executives, a moment which can make or break your career. As the meeting approaches, stress kicks in. You start imagining all the ways it could go wrong, losing both sleep and confidence. On the day of your presentation anxiety takes over, and you stumble through your pitch. Now, imagine a different approach. Instead of fearing the stress, you see it as a motivator. You use that nervous energy to prepare thoroughly, turning it into excitement. On the day of the pitch, you walk in with confidence, and deliver passionately (see figure 1). In both cases the stress is there, but your mindset determines the outcome. {{RoundBoxBottom}} Stress mindset refers to the underlying beliefs and attitudes individuals hold about the nature of stress, and whether they view it as something harmful that needs to be avoided at all costs (see figure 2), or as a beneficial challenge that can enhance performance, growth and well being. This mindset profoundly effects how people experience, perceive and respond to stressors in their lives, influencing their social, physiological and cognitive outcomes. Understanding and cultivating a positive stress mindset can transform the way we navigate challenges, reimagining stress from an adversary to an ally that can empower individuals to thrive under pressure. [[File:Work Related Stress Illustration.jpg|thumb|283x283px|'''Figure 2.''' Illustration of viewing stress as a threat]] The following chapter explores the concept of stress mindset, explaining what it is and why it plays a crucial role in shaping our response to stress. From examining the significant impact it has on our physiological and psychological wellbeing, this chapter will highlight how a positive stress mindset can improve our performance, resilience and overall health. It will also cover practical strategies for cultivating a positive stress mindset, offering insights into how one can shift their perceptions of stress to harness its potential benefits and thrive under pressure. This chapter aims to provide a comprehensive understanding of stress mindset and its powerful influence in daily life, providing the tools to transform stress from a hindrance into a catalyst for growth and success. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What is stress mindset? * Why is stress mindset important? * What interventions are used to cultivate stress mindset? {{RoundBoxBottom}} ==What is stress mindset?== Stress mindset refers to how individuals perceive and respond to stress. Understanding stress mindset involves exploring key theories such as mindset theory, cognitive appraisal theory BPS {{ic|explain abbreviation}} model of challenge and threat. Each theory offers a framework to understand how people's beliefs about stress shape their responses and overall outcomes. === Defining stress mindset === [[Stress (psychological)|Stress]] is a physiological and psychological response that occurs when an individual perceives a situation or event as challenging, demanding or threatening to their wellbeing. Stress mindset refers to the belief or attitude that an individual holds about the nature of stress and its effects on their health, performance and overall wellbeing (Avi et al., 2018). In the perception of stress, there are two main mindsets to be considered: # '''Stress is enhancing mindset (''positive''):''' This belief suggests that stress can have positive effects, such as; improving performance, increasing focus, fostering growth, and enhancing health. People with this mindset view stress as a challenge that can be beneficial and a necessary part of achieving goals and personal development (Crum et al., 2017). # '''Stress is debilitating mindset (''negative''):''' This belief suggests that stress is harmful and should be avoided, because it negatively affects health, decreases performance and leads to poor outcomes. People with this mindset view stress as a threat that overwhelms their resources and capabilities, leading to negative physical and psychological consequences (Crum et al., 2017). === Key theories === {{expand}} ==== Mindset theory ==== Mindset theory refers to the beliefs individuals hold about the nature of their abilities and traits (Bernecker & Job., 2019). In the context of stress mindset, this theory explains how one's beliefs about stress influence their emotional and behavioural responses to it. Individuals with a fixed mindset believe that their traits, such as intelligence, abilities, or resilience, are static and unchangeable. When applied to stress, people with a negative stress mindset tend to see stress as an unchangeable and harmful force that will only result in negative outcomes (e.g., poor health or failure) (Bernecker & Job., 2019). Individuals with a growth mindset believe that their abilities can develop through effort, learning, and experience, applied to stress, someone with a positive stress mindset will view stress as something manageable, and they believe they can grow from stressful situations, seeing stress as a challenge or opportunity for growth rather than as a threat (Bernecker & Job., 2019). ==== Cognitive appraisal theory ==== [[wikipedia:Cognitive_appraisal|Cognitive appraisal theory]] suggests that the way individuals appraise a stressful situation determines their emotional and physiological responses (Smith & Kirby., 2012). The appraisal process includes evaluating the significance of the stressor and assessing the resources available to cope with it. In the primary appraisal phases, a person assesses whether a situation is irrelevant, positive, or stressful. They then evaluate whether the event poses a threat to their well-being (threat appraisal) or an opportunity for growth (challenge appraisal)(Smith & Kirby., 2012). After assessing whether the situation is a threat or a challenge, a secondary appraisal phase begins where the individual evaluates their ability to cope with the situation (Smith & Kirby., 2012).This involves reflecting on the resources they have to deal with the stressor (e.g., skills, social support, time). If they appraise it as a challenge and believe they have the resources to handle it, they may experience eustress. If someone appraises a situation as a threat and feels they lack the resources to cope, they are likely to experience more negative stress. ==== Biopsychosocial model of challenge and threat ==== The BPS model of challenge and threat explains how individuals appraise stressful situations based on perceived demands and available resources. A challenge response occurs when resources are perceived as sufficient to meet demands, leading to adaptive physiological responses. Alternatively, a threat response occurs when demands exceed resources, leading to maladaptive physiological responses (Jamieson et al., 2018). This theory also holds biological aspects effecting stress mindset. In a challenge state, sympathetic-adrenal-medullary system is activated, leading to the release of adrenaline and noradrenaline, which prepare the body for action (Jamieson et al., 2018). In a threat state, the [[wikipedia:Hypothalamic–pituitary–adrenal_axis|hypothalamic-pituitary-adrenal axis]] is activated, leading to the release of cortisol, a stress hormone associated with negative health outcomes when prolonged. The body's physiological resources are diverted to defensive processes, which interfere with the individual’s ability to engage effectively with the task (Jamieson et al., 2018). {{Robelbox|theme={{{theme|3}}}|title=Pop quiz}}<div style="{{Robelbox/pad}}"> <quiz display=simple> {Which of the following theories involves a secondary appraisal phase? |type="("} - Biopsychosocial (BPS) model of challenge and threat + Cognitive appraisal theory - Mindset theory - Stress mindset theory </quiz> </div> {{Robelbox/close}} == Why does it matter? == Stress mindset fundamentally influences how individuals perceive, experience and respond to stress; furthermore, impacting mental health, psychical wellbeing and performance in various settings. === Cognitive impact of stress mindset === {{expand}} ==== Attention and focus ==== Stress mindset can significantly influence attention and focus, impacting their cognitive performance in various ways. Crum et al., (2013) found that individuals who viewed stress as beneficial are able to channel the arousal associated with stress into sustained concentration, resulting in a heightened alertness and focus under pressure. By viewing stress as a motivator, individuals are able to increase cognitive engagements and reduce distractions, which leads to more sustained focus during demanding tasks. Research suggests that a stress is debilitating mindset negatively affects focus. Keech et al., (2020) demonstrated that individuals with this mindset often experience impaired attention due to anxiety and cognitive overload, leading to frequent distractions. When stress is viewed as harmful, it triggers excessive worry, making it harder to filter out irrelevant information and concentrate on the task at hand. ==== Memory and learning ==== Stress mindset significantly impacts important aspects of learning and memory. Individuals who view stress as a challenge can enhance cognitive engagement and focus, ultimately improving the ability to absorb and retain information. Research by Crum et al., (2017) found that participants with a positive stress mindset reported greater increases in positive emotions during stressful tasks, which can facilitate memory encoding and learning. Positive emotions have been linked to better memory retention as it reduces cognitive interferences often caused by anxiety or fear. A negative stress mindset often impairs memory and learning by increasing these negative emotions, which disrupts focus and shortens the attention span, leading to insufficient coding of the information (Crum et al., 2017). Additionally, stress when perceived positively activates the release of certain hormones ([[wikipedia:Cortisol|cortisol]] and [[wikipedia:Adrenaline|adrenaline]]) in appropriate amounts which strengthen the neural connections involved in memory formation (Keller et al., 2012). Conversely, when stress is viewed negatively, the body releases excessive amounts cortisol, which can overwhelm the [[wikipedia:Hippocampus|hippocampus]]. This leads to impaired memory consolidation and retrieval making it more difficult to organise, store and recall information (Keller et al., 2012). ==== Performance and productivity ==== Stress mindset plays an influential role in building academic and workplace resilience, enabling individuals to handle challenging work, tight deadlines and high stakes assessments more effectively. In research conducted by Keech et al., (2018) found that enhanced stress mindset was positively correlated with proactive behaviours such as planning, time management and active problem solving allowing individuals to approach tasks systematically and avoid procrastination. By harnessing stress induced arousal, individuals with a positive stress mindset can enhance their focus and efficiency, leading to better task management and higher accuracy in completing tasks. Alternatively, those with a negative stress mindset often experienced impaired focus, increased errors and slower work rate due to feeling overwhelmed and distracted by negative emotions. {{Robelbox|theme={{{theme|3}}}|title=Case study}} <div style="{{Robelbox/pad}}"> Throughout her schooling, Emma viewed stress as a harmful, believing it hindered her ability to work effectively. During stressful periods she would procrastinate important assignments fearing failure. As a result, her productivity declined, and she regularly experienced burnout, negatively affecting the quality of her work and overall performance. During stress less week at her university, she attended a workshop where she learnt about stress mindset and began practicing strategies to reframe her thinking. Emma then started viewing stress as a challenge and an opportunity to grow. Now during stressful periods, Emma uses her heightened arousal to focus more deeply on her tasks, setting clear priorities and acting decisively. As a result, Emma's assignments were now delivered on time, and she noticed an increase in her confidence and composure.</div> {{Robelbox/close}} === The role of stress mindset on wellbeing === {{expand}} ==== Psychological wellbeing ==== Possessing a positive stress mindset is detrimental in shaping psychological wellbeing. Individuals with a stress enhancing mindset are less likely to suffer from depression and anxiety because they view stress as manageable and beneficial, therefore reducing the chronic worry and negative rumination that often accompany unwarranted stress (Huebschmann & Sheets, 2020). Research indicates that individuals with a positive stress mindset are more likely to engage in proactive coping strategies, such as problem solving and cognitive reframing, which allows them to manage stress effectively and recover more quickly from stressful events (Crum et al., 2013). This mindset also fosters emotional resilience, allowing individuals to bounce back from adversity more quickly and effectively. In contrast, having a negative stress mindset has been found to increase emotional dysregulation, unwarranted anxiety and the use of maladaptive coping mechanisms which can lead to chronic stress and psychological disorders (Keller et al., 2012). ==== Physiological wellbeing ==== Stress mindset directly impacts physiological responses to stress and overall physical health. In their research Crum et al., (2017) found that participants with a positive stress mindset exhibited sharper increases in [[wikipedia:Dehydroepiandrosterone|DHEAS]] levels during stress tasks, indicating physiological thriving. Individuals with this mindset are able to have a more adaptive physiological response to stress, including a more efficient cardiovascular response, characterised by higher cardiac output and lower vascular resistance, allowing the body to respond effectively without unnecessary strain. A positive stress mindset is also associated with healthy [[wikipedia:Cortisol|cortisol]] patterns, with appropriate peaks during stressful events with a quicker recovery afterwards. Those with a negative stress mindset instead experience prolonged elevated cortisol levels, contributing to chronic stress and its associated risks such as heart disease (Keller et al., 2012). A stress enhancing mindset also leads to fewer perceived somatic symptoms such as headaches and fatigue (Keech et al., 2020). Additionally, this mindset promoted better immune function, reducing inflamation and aiding the body to fight infection (Dhabhar, 2014). Due to individuals who have a positive stress mindset experiencing less chronic stress and its harmful effects, overtime it may lower the risk of developing chronic health conditions such as heart disease and hypertension (Levine et al., 2021). {{Robelbox|theme={{{theme|3}}}|title=Pop quiz}}<div style="{{Robelbox/pad}}"> <quiz display=simple> {Which of the following is a key benefit of adopting a positive stress mindset? |type="("} - It causes individuals to overlook the negative aspects of stress entirely. - It encourages avoidance of stressful situations to reduce anxiety. + It promotes a more adaptive physiological response to stress, such as healthier cortisol levels and improved cardiovascular functioning. - It leads to increased levels of chronic stress and burnout. </quiz> </div> {{Robelbox/close}} == How can it be cultivated? == Cultivating a positive stress mindset involves actively shifting how individuals perceive and respond to stress, transforming it into a mechanism for growth. Through interventions like stress appraisal techniques, psychoeducation and mindfulness provides individuals with the tools to cultivate their stress mindset. === Transforming stress mindset === ==== Stress reappraisal techniques ==== Stress reappraisal techniques are cognitive strategies aimed at changing how individuals perceived and respond to stress. Instead of attempting to completely eliminate stress, these techniques encourage individuals to reinterpret stress as a positive response that can enhance performance and wellbeing (Jamieson et al., 2018). This intervention technique can help individuals recognise and understand their physiological stress responses, what may initially be perceived as 'negative' symptoms of stress can be reinterpreted through education (Crum et al., 2017). By teaching individuals about the adaptive potential of these physiological responses, they can learn to view these signals as the body's way of preparing for effective action (Crum et al., 2017). Jamieson et al., (2018) proposed an integrated model for stress appraisal (see table 1), illustrating how stress reappraisal can help individuals move from threat responses to challenge responses. '''Table 1.''' The proposed integrated model (Jamieson et al., 2018) {| class="wikitable" |+ !Component !Explanation |- !'''1. Acknowledge stress''' |''Recognize the presence of stress as part of life rather than attempting to eliminate it''. Acknowledging stress helps reduce the internal resistance that often exacerbates anxiety and distress. |- !2. Approach Stressful situations |''Actively engage with stressors rather than avoiding them.'' This step encourages individuals to see stress as a factor that can enhance their ability to perform rather than something that hinders them. |- !3. Optimise stress responses |''Use a combination of reappraisal techniques and mindset shifts to reframe stress in a positive light.'' By doing this, individuals can channel the energy generated by stress into productive action, which enhances cognitive flexibility, focus, and emotional stability. |} ==== Psychoeducation ==== Psychoeducation is a key intervention in cultivating a positive stress mindset by providing individuals with the knowledge and tools to reframe their understanding of stress. This kind of intervention can involve the use of real-world examples to illustrate how stress can be beneficial in certain high-pressure fields, (sports, surgery, politics, etc.) where individuals perform well under stress. According to Williams & Ginty., (2023) when combined with imagery, where individuals are asked to visualise themselves succeeding in stressful situations, it reinforces the message. This experiential learning technique helps participants internalise the concepts and apply them in real-life scenarios. Another critical component of psychoeducation is explaining that stress can lead to personal growth, resilience, and improved problem-solving skills. This redefinition helps people see stress not as a threat, but as a challenge that can foster learning and development (Jamieson et al., 2018). This concept aligns with a "growth mindset," where difficulties are seen as opportunities to grow and strengthen abilities (Horiuchi et al., 2018). Psychoeducation interventions can introduce coping strategies to help individuals manage stress more effectively. By teaching adaptive coping techniques like cognitive reframing, relaxation techniques, and time management, individuals are equipped with tools that help them handle stress productively (Horiuchi et al., 2018). When individuals feel they have effective strategies for managing stress, they are more likely to view stress as manageable and even enhancing. ==== Mindfulness techniques ==== [[File:S6A280009 copy.jpg|thumb|315x315px|'''Figure 3.''' Individual practicing mindfulness]]Practicing mindfulness techniques is an integral aspect in cultivating a positive stress mindset, as it encourages individuals to observe their physiological and emotional responses to stress without immediate judgment or reaction. Through practices such as meditation or focused breathing (see figure 3), individuals can learn to recognise the signs of stress (such as increase heart rate or tension), without immediately interpreting these signals as negative or harmful (Crum & Lyddy, 2014). Mindfulness also facilities cognitive reappraisal, by helping individuals develop a pause between feeling stressed and reacting to it. By creating this mental space, individuals can respond to stress with intention rather than react impulsively, this then reduces the likelihood of viewing stress as overwhelming or debilitating and increases the chance of seeing it as something manageable( Crum & Lyddy, 2014).These techniques can also work to promote emotional regulation, when individuals are mindful they are better able to regulate their emotional responses to stress reducing the likelihood of experiencing negative emotions and being overwhelmed by anxiety or fear (Williams & Ginty, 2023). Regular mindfulness practice can build resilience by helping individuals develop a greater sense of calm and clarity in the face of stress. === Stress mindset for everyday life === To ensure sustained changes in stress mindset, interventions may need to include follow up interventions overtime. Ongoing reinforcement is particularly important in environments where stress is a constant presence such as workplaces or academic settings. Incorporating stress mindset interventions into employee wellness services and student support services, can provide individuals with the reinforcements they need to maintain a positive stress mindset over the long term. To produce more substantial and long lasting results, it is essential to use multiple techniques that engage both cognitive understanding and experimental rehearsal. Cognitive interventions can help individuals intellectually grasp the benefits of a stress-is-enhancing mindset, while experiential exercises such as mindfulness or stress reappraisal allow for the practical application of these concepts. Furthermore, interventions that address both the cognitive and emotional aspects of stress may be more effective than those that focus on only one dimension (Williams & Ginty, 2023. Addressing both how individuals think about stress and how they emotionally react to it can create more comprehensive and impactful results (Williams & Ginty, 2023). Combining cognitive learning with emotional regulation techniques can lead to more powerful shifts in stress perception, fostering long-term resilience and well-being. ==Conclusion== Understanding and cultivating stress mindset can profoundly shape how individuals navigate life's challenges, transforming stress from something debilitating into a mechanism for growth. Promoting a positive mindset can enhance cognitive functions and improve both psychological and physiological wellbeing. Interventions such as stress reappraisal, mindfulness and psychoeducation are essential in transforming one's perception of stress into a more positive and constructive mindset. By employing these strategies in everyday life will help ensure long term results, allowing individuals to leverage the potential benefits of stress and thrive, even in the face of adversity. ==See also== * [[Motivation and emotion/Book/2023/Stress mindset|Stress mindset]] (Book chapter, 2023) * [[Stress (psychological)]](Wikiversity) * [[wikipedia:Stress_management|Stress management]] (Wikipedia) * [[Stress inoculation]] (Book chapter, 2014) ==References== {{Hanging indent|1= Avi, N., Toker, S., & Heller, D. (2018). “If stress is good for me, it's probably good for you too”: Stress mindset and judgment of others' strain. ''Journal of Experimental Social Psychology'', ''74'', 98–110. http://dx.doi.org/10.1016/j.jesp.2017.09.002 Bernecker, K., & Job, V. (2019). Mindset theory. Social psychology in action: Evidence-based interventions from theory to practice, 179–191. https://doi.org/10.1007/978-3-030-13788-5_12 Crum, A. J., Akinola, M., Martin, A., & Fath, S. (2017). The role of stress mindset in shaping cognitive, emotional, and physiological responses to challenging and threatening stress. http://dx.doi.org/10.1080/10615806.2016.1275585 Crum, A., & Lyddy, C. (2014). De‐stressing stress: The power of mindsets and the art of stressing mindfully. The Wiley Blackwell handbook of mindfulness, 948–963. Crum, A. J., Salovey, P., & Achor, S. (2013). Rethinking stress: The role of mindsets in determining the stress response. ''Journal of Personality and Social Psychology'', ''104''(4), 716–733. https://doi.org/10.1037/a0031201 Dhabhar, F. S. (2014). Effects of stress on immune function: the good, the bad, and the beautiful. ''Immunologic research'', 58, 193–210. https://doi.org/10.1007/s12026-014-8517-0 Horiuchi, S., Tsuda, A., Aoki, S., Yoneda, K., & Sawaguchi, Y. (2018). Coping as a mediator of the relationship between stress mindset and psychological stress response: A pilot study. ''Psychology Research and Behavior Management, 11'', 47–54. <nowiki>https://doi.org/10.2147/PRBM.S150400</nowiki> Huebschmann, N. A., & Sheets, E. S. (2020). The right mindset: stress mindset moderates the association between perceived stress and depressive symptoms.https://doi.org/10.1080/10615806.2020.1736900 Jamieson, J. P., Crum, A. J., Goyer, J. P., Marotta, M. E., & Akinola, M. (2018). Optimizing stress responses with reappraisal and mindset interventions: An integrated model. ''Anxiety, Stress, & Coping, 31''(3), 245–261.https://doi.org/10.1080/10615806.2018.1442615 Keech, J. J., Hagger, M. S., O’Callaghan, F. V., & Hamilton, K. (2018). The influence of university students’ stress mindsets on health and performance outcomes. ''Annals of Behavioral Medicine, 52''(12), 1046–1059. https://doi.org/10.1093/abm/kay008 Keech, J. J., Cole, K. L., Hagger, M. S., & Hamilton, K. (2020). The association between stress mindset and physical and psychological wellbeing: Testing a stress beliefs model in police officers. ''Psychology & Health, 35''(11), 1306-1325. https://doi.org/10.1080/08870446.2020.1743841 Keller, A., Litzelman, K., Wisk, L. E., Maddox, T., Cheng, E. R., Creswell, P. D., & Witt, W. P. (2012). Does the perception that stress affects health matter? The association with health and mortality. ''Health psychology, 31''(5), 677. https://doi.org/10.1037/a0026743 Levine, G. N., Cohen, B. E., Commodore-Mensah, Y., Fleury, J., Huffman, J. C., Khalid, U., ... & American Heart Association Council on Clinical Cardiology; Council on Arteriosclerosis, Thrombosis and Vascular Biology; Council on Cardiovascular and Stroke Nursing; and Council on Lifestyle and Cardiometabolic Health. (2021). Psychological health, well-being, and the mind-heart-body connection: a scientific statement from the American Heart Association. ''Circulation, 143''(10), e763–e783. https://doi.org/10.1161/CIR.0000000000000947 Smith, C. A., & Kirby, L. D. (2012). Affect and cognitive appraisal processes. In Handbook of affect and social cognition (pp. 76–93). Psychology Press. Mansell, P. C. (2021). Stress mindset in athletes: Investigating the relationships between beliefs, challenge and threat with psychological wellbeing. ''Psychology of Sport and Exercise'', 57, 102020. https://doi.org/10.1016/j.psychsport.2021.102020 Williams, S. E., & Ginty, A. T. (2024). Improving stress mindset through education and imagery. ''Anxiety, Stress, & Coping, 37''(4), 419–427 https://doi.org/10.1080/10615806.2023.2279663 }}{{Hanging indent|1= }} ==External links== * [https://theconversation.com/the-best-athletes-believe-that-stress-is-a-good-thing-and-they-embrace-winning-ugly-234101 The best athletes believe that stress is a good thing] (The conversation) * [https://www.psychologytoday.com/intl/blog/real-women/202310/a-new-way-to-cope-with-stress What if stress was something that could work in your favour] (Psychology today) * [https://www.youtube.com/watch?v=D6Vf93ABFLU Rethinking Stress: Why Stress Mindsets Matter] (Youtube) * [https://www.gsb.stanford.edu/insights/mindset-matters-how-embrace-benefits-stress Mindset Matters: How to Embrace the Benefits of Stress] (Stanford business) * [https://www.earth.com/news/embracing-stress-mindset-is-actually-a-good-thing-for-athletes/ Embracing 'stress mindset' is actually a good thing for athletes] (Earth.com) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mindset/Stress]] t3g2eq2v70uvszih8e2w2vqhv1t7icr 0 307473 2814763 2773999 2026-06-09T04:28:29Z Jtneill 10242 Move 1 abandoned topic to 2026 2814763 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adenosine and sleep motivation/]] - How does adenosine affect the motivation to sleep? 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{{ME-By|S00246164}} # [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|U3236781}} # [[/Play motivation/]] - What motivates play? {{ME-By|SamuelJMcLeod}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure?{{Motivation and emotion/Book/Low}} {{ME-By|U3258116}} # [[/Positive criminology and motivation/]] - What motivates individuals to desist from crime and pursue rehabilitation? {{ME-By|WillowM-U3233348}} # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|Caitfek03}} # [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|Tamanna Goyat}} # [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|U3229934}} # [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|ChevelleCE}} # [[/School shooting motivation/]] - What motivates school shooters and how can the risk of shootings be reduced? {{ME-By|August125}} # [[/Self-compassion and academic procrastination/]] - How does self-compassion reduce academic procrastination? {{ME-By|CourtBee}} # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|U3251956}} # [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|U3247927}} # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|U3242205}} # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age?{{Motivation and emotion/Book/High}} {{ME-By|U3239643}} # [[/Sleep and ego depletion/]] - How does sleep affect the capacity for self-control and willpower? {{ME-By|Lachlancanning04}} # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|Jquinn01}} # [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees?{{Motivation and emotion/Book/Low}} {{ME-By|U3054914}} # [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|U3263271}} # [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|Eva U3259916}} # [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3191598}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation?{{ic|not submitted}} {{ME-By|Bronte.H}} # [[/Vasopressin and motivation/]] - How does vasopressin influence motivation? {{ME-By|U3260066}} # [[/Work motivation and self-determination theory/]] - How does self-determination theory explain work motivation? {{ME-By|U3258325}} ==Emotion== # [[/Affect regulation via psychoactive drugs/]] - How do psychoactive drugs function as emotion regulation tools? {{ME-By|Xav Crow}} # [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness?{{Motivation and emotion/Book/High}} {{ME-By|U3194852}} # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours?{{Motivation and emotion/Book/High}} {{ME-By|SidneyKShaw}} # [[/Anger and sport/]] - What role does anger play in sport performance? {{ME-By|CarrollJ2003}} # [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|Declan Ballhause}} # [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness?{{Motivation and emotion/Book/High}} {{ME-By|NostradamusPredictedAllThis}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Kenziemacfarlane}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake?{{Motivation and emotion/Book/Low}} {{ME-By|HollyMapley}} # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|Neha Jose}} # [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|U3252909}} # [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|U3255111}} # [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life?{{Motivation and emotion/Book/Low}} {{ME-By|Ishana Kadel}} # [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|U3239991}} # [[/Cultural differences in grief/]] - How does culture vary impact grief? {{ME-By|U3256542}} # [[/Dark triad and empathy/]] - How is empathy experienced by people with dark triad traits? {{ME-By|Jay 2910}} # [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|U3228474}} # [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions?{{Motivation and emotion/Book/High}} {{ME-By|U3226616}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping?{{Motivation and emotion/Book/Low}} {{ME-By|U3255304}} # [[/Drug use as emotion regulation/]] - Why do people use drugs to cope with difficult emotions? {{ME-By|Keirra mead}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states?{{Motivation and emotion/Book/Low}} {{ME-By|Taylorbarham}} # [[/Emotional dependency in abusive relationships/]] - What psychological mechanisms drive emotional dependency and how does it perpetuate abuse? {{ME-By|U3253866}} # [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|LlewellaKY}} # [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|U3261432}} # [[/Exteroception and emotion/]] - What is the relationship between exteroception and emotional experience? {{ME-By|Dsanad|Dsanad}} # [[/Fear of failure and procrastination/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|KristinaZhideleva}} # [[/Fear of failure and procrastination 2/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination?{{Motivation and emotion/Book/Low}} {{ME-By|U3280622}} # [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion?{{Motivation and emotion/Book/High}} {{ME-By|U3258352}} # [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|U3237916}} # [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|Ronnie4725}} # [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood?{{Motivation and emotion/Book/High}} {{ME-By|Jaspershields}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|AliciaEdwards1212}} # [[/Maladaptive defence mechanisms and distress/]] - In what ways do maladaptive defences shape emotional regulation and behavioural responses when under pressure? {{ME-By|Nandhana18}} # [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|JansenMartinez}} # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness facilitate emotion regulation strategies?{{Motivation and emotion/Book/High}} {{ME-By|Elina.jean.r}} # [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviours? {{ME-By|ConnorIrlam}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed?{{Motivation and emotion/Book/Low}} {{ME-By|Ruby Mckeown}} # [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|U3261057}} # [[/Narrative therapy and emotion/]] - What is the role of emotion in narrative therapy? {{ME-By|Erin Laborvoid}} # [[/Negative affect and substance use relapse/]] - Why does negative affect increase the risk of relapse in substance-dependent individuals and how can this risk be minimised? {{ME-By|Kiara Viney}} # [[/Neurodivergence and trauma/]] - What are the impacts of trauma on neurodivergence and what can be done about it? {{ME-By|U3170918}} # [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|Sophiaspackman}} # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|U3259177}} # [[/Neuroscience of unexpected positive outcomes/]] - What is the neural response to unexpected positive outcomes? {{ME-By|Khanaklashkari}} # [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|Christelle112}} # [[/Pregnancy loss and emotion/]] - What are the emotional consequences of pregnancy loss for parents? {{ME-By|U3262917}} # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|U3265189}} # [[/Rejection sensitivity/]] - What is rejection sensitivity and how does it impact behaviour and relationships? {{ME-By|U3250328}} # [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|Hcoad}} # [[/Self-medication hypothesis and emotion/]] - What does the self-medication hypothesis reveal about emotional regulation through drug use? {{ME-By|MaK3254141}} # [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|U3141523}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Keetajj2}} # [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|K-U3005392}} # [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|U3261438}} # [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions?{{Motivation and emotion/Book/High}} {{ME-By|ElhamHaji}} # [[/Social media and emotional dysregulation/]] - How does social media use contribute to emotional dysregulation?{{Motivation and emotion/Book/Low}} {{ME-By|Maryam.sakieh}} # [[/Social media and happiness/]] - What is the relationship between social media use and happiness?{{Motivation and emotion/Book/High}} {{ME-By|Tenayagerhard}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being?{{Motivation and emotion/Book/High}} {{ME-By|U3214459}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience?{{Motivation and emotion/Book/Low}} {{ME-By|U3258176}} # [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|U3037334}} # [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it?{{Motivation and emotion/Book/High}} {{ME-By|Mickytubby}} # [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|SneKri}} # [[/Trauma and attachment development/]] - How does early trauma shape the formation of attachment styles?{{Motivation and emotion/Book/Low}} {{ME-By|SarahsDrew}} # [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|Katharina Pereira}} # [[/White noise and emotion/]] - How does white noise affect human emotion? {{ME-By|Samanthagrebert}} # [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|Yaympe}} # [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|U3258422}} ==Motivation and emotion== # [[/Alcohol, dopamine, motivation, and emotion/]] - What role does dopamine play in motivational and emotional responses to alcohol consumption? {{ME-By|Ameliarobinson7}} # [[/Dopamine fasting/]] - What is dopamine fasting and how does it affect motivation and emotion? {{ME-By|U32592542TBoardman}} # [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|Shahad ALKADAH}} # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|Heba128}} # [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|Emmmurray}} [[Category:Motivation and emotion/Book/2025]] 18wk0o86db4yedpiws7g0b6ro6aag5w 2814768 2814763 2026-06-09T04:31:16Z Jtneill 10242 Move 1 abandoned topic to 2026 2814768 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adenosine and sleep motivation/]] - How does adenosine affect the motivation to sleep? {{ME-By|Rocxie}} # [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|U3276010}} # [[/AI use, cognitive load, and motivation/]] - How does generative AI reduce cognitive effort, and what are the motivational consequences?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3239124}} # [[/Akrasia and self-control failure/]] - Why do people act against their better judgment despite knowing better? {{ME-By|GabyFoxRandall}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit?{{Motivation and emotion/Book/Low}} {{ME-By|Jack Stephen Myers}} # [[/Autonomy and intrinsic motivation in self-determination theory/]] - How does the need for autonomy influence intrinsic motivation according to SDT?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3158916}} # [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|TarynHingston}} # [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|U3247987}} # [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|LizbethMV}} # [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does coercive control play in intimate partner violence?{{Motivation and emotion/Book/High}} {{ME-By|U3260357}} # [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|Olivia Kalman}} # [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy?{{Motivation and emotion/Book/High}} {{ME-By|U3253054}} # [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|U3261404}} # [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations?{{Motivation and emotion/Book/High}} {{ME-By|U3258342}} # [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|Grant7183}} # [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance?{{Motivation and emotion/Book/High}} {{ME-By|KF3262491}} # [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed?{{Motivation and emotion/Book/High}} {{ME-By|Sonja Mil}} # [[/E-cigarette use motivation/]] - What motivates starting and continuing vaping of nicotine e-cigarettes? {{ME-By|U3253107}} # [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort?{{Motivation and emotion/Book/Low}} {{ME-By|Jack J 2025}} # [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control?{{Motivation and emotion/Book/Low}} {{ME-By|Sienna04}} # [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|S3257790}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity?{{Motivation and emotion/Book/Low}} {{ME-By|A.michelle27}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|U3252952}} # [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation?{{Motivation and emotion/Book/High}} {{ME-By|U3240719}} # [[Motivation and emotion/Book/2025/Grit and academic achievement|Grit and academic achievement]] - What role do grit play in academic achievement? - [[User:Christie M.B|Christie M.B]] # [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|U3242235}} # [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues?{{Motivation and emotion/Book/High}} {{ME-By|Tillie Not}} # [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|Kat Daisy}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning?{{Motivation and emotion/Book/Low}} {{ME-By|U3234802}} # [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle?{{Motivation and emotion/Book/Low}} {{ME-By|Rellimit}} # [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|U3272957}} # [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use?{{Motivation and emotion/Book/High}} {{ME-By|AshleyCremin29}} # [[/Morbid curiosity/]] - What is morbid curiosity, what causes it, and how does it influence behaviour?{{Motivation and emotion/Book/Low}} {{ME-By|Chelsea Schofield}} # [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time?{{Motivation and emotion/Book/High}} {{ME-By|U3253297}} # [[/Motivation for healthy change in pregnancy/]] - What motivates overweight and obese women to adopt healthier behaviours during pregnancy?{{Motivation and emotion/Book/High}} {{ME-By|CRKNutrition}} # [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions?{{Motivation and emotion/Book/High}} {{ME-By|U3254978}} # [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification?{{Motivation and emotion/Book/High}} {{ME-By|U3283286}} # [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|S00246164}} # [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|U3236781}} # [[/Play motivation/]] - What motivates play? {{ME-By|SamuelJMcLeod}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure?{{Motivation and emotion/Book/Low}} {{ME-By|U3258116}} # [[/Positive criminology and motivation/]] - What motivates individuals to desist from crime and pursue rehabilitation? {{ME-By|WillowM-U3233348}} # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|Caitfek03}} # [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|Tamanna Goyat}} # [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|U3229934}} # [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|ChevelleCE}} # [[/School shooting motivation/]] - What motivates school shooters and how can the risk of shootings be reduced? {{ME-By|August125}} # [[/Self-compassion and academic procrastination/]] - How does self-compassion reduce academic procrastination? {{ME-By|CourtBee}} # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|U3251956}} # [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|U3247927}} # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|U3242205}} # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age?{{Motivation and emotion/Book/High}} {{ME-By|U3239643}} # [[/Sleep and ego depletion/]] - How does sleep affect the capacity for self-control and willpower? {{ME-By|Lachlancanning04}} # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|Jquinn01}} # [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees?{{Motivation and emotion/Book/Low}} {{ME-By|U3054914}} # [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|U3263271}} # [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|Eva U3259916}} # [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3191598}} # [[/Vasopressin and motivation/]] - How does vasopressin influence motivation? {{ME-By|U3260066}} # [[/Work motivation and self-determination theory/]] - How does self-determination theory explain work motivation? {{ME-By|U3258325}} ==Emotion== # [[/Affect regulation via psychoactive drugs/]] - How do psychoactive drugs function as emotion regulation tools? {{ME-By|Xav Crow}} # [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness?{{Motivation and emotion/Book/High}} {{ME-By|U3194852}} # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours?{{Motivation and emotion/Book/High}} {{ME-By|SidneyKShaw}} # [[/Anger and sport/]] - What role does anger play in sport performance? {{ME-By|CarrollJ2003}} # [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|Declan Ballhause}} # [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness?{{Motivation and emotion/Book/High}} {{ME-By|NostradamusPredictedAllThis}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Kenziemacfarlane}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake?{{Motivation and emotion/Book/Low}} {{ME-By|HollyMapley}} # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|Neha Jose}} # [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|U3252909}} # [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|U3255111}} # [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life?{{Motivation and emotion/Book/Low}} {{ME-By|Ishana Kadel}} # [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|U3239991}} # [[/Cultural differences in grief/]] - How does culture vary impact grief? {{ME-By|U3256542}} # [[/Dark triad and empathy/]] - How is empathy experienced by people with dark triad traits? {{ME-By|Jay 2910}} # [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|U3228474}} # [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions?{{Motivation and emotion/Book/High}} {{ME-By|U3226616}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping?{{Motivation and emotion/Book/Low}} {{ME-By|U3255304}} # [[/Drug use as emotion regulation/]] - Why do people use drugs to cope with difficult emotions? {{ME-By|Keirra mead}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states?{{Motivation and emotion/Book/Low}} {{ME-By|Taylorbarham}} # [[/Emotional dependency in abusive relationships/]] - What psychological mechanisms drive emotional dependency and how does it perpetuate abuse? {{ME-By|U3253866}} # [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|LlewellaKY}} # [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|U3261432}} # [[/Exteroception and emotion/]] - What is the relationship between exteroception and emotional experience? {{ME-By|Dsanad|Dsanad}} # [[/Fear of failure and procrastination/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|KristinaZhideleva}} # [[/Fear of failure and procrastination 2/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination?{{Motivation and emotion/Book/Low}} {{ME-By|U3280622}} # [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion?{{Motivation and emotion/Book/High}} {{ME-By|U3258352}} # [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|U3237916}} # [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|Ronnie4725}} # [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood?{{Motivation and emotion/Book/High}} {{ME-By|Jaspershields}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|AliciaEdwards1212}} # [[/Maladaptive defence mechanisms and distress/]] - In what ways do maladaptive defences shape emotional regulation and behavioural responses when under pressure? {{ME-By|Nandhana18}} # [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|JansenMartinez}} # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness facilitate emotion regulation strategies?{{Motivation and emotion/Book/High}} {{ME-By|Elina.jean.r}} # [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviours? {{ME-By|ConnorIrlam}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed?{{Motivation and emotion/Book/Low}} {{ME-By|Ruby Mckeown}} # [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|U3261057}} # [[/Narrative therapy and emotion/]] - What is the role of emotion in narrative therapy? {{ME-By|Erin Laborvoid}} # [[/Negative affect and substance use relapse/]] - Why does negative affect increase the risk of relapse in substance-dependent individuals and how can this risk be minimised? {{ME-By|Kiara Viney}} # [[/Neurodivergence and trauma/]] - What are the impacts of trauma on neurodivergence and what can be done about it? {{ME-By|U3170918}} # [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|Sophiaspackman}} # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|U3259177}} # [[/Neuroscience of unexpected positive outcomes/]] - What is the neural response to unexpected positive outcomes? {{ME-By|Khanaklashkari}} # [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|Christelle112}} # [[/Pregnancy loss and emotion/]] - What are the emotional consequences of pregnancy loss for parents? {{ME-By|U3262917}} # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|U3265189}} # [[/Rejection sensitivity/]] - What is rejection sensitivity and how does it impact behaviour and relationships? {{ME-By|U3250328}} # [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|Hcoad}} # [[/Self-medication hypothesis and emotion/]] - What does the self-medication hypothesis reveal about emotional regulation through drug use? {{ME-By|MaK3254141}} # [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|U3141523}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Keetajj2}} # [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|K-U3005392}} # [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|U3261438}} # [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions?{{Motivation and emotion/Book/High}} {{ME-By|ElhamHaji}} # [[/Social media and emotional dysregulation/]] - How does social media use contribute to emotional dysregulation?{{Motivation and emotion/Book/Low}} {{ME-By|Maryam.sakieh}} # [[/Social media and happiness/]] - What is the relationship between social media use and happiness?{{Motivation and emotion/Book/High}} {{ME-By|Tenayagerhard}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being?{{Motivation and emotion/Book/High}} {{ME-By|U3214459}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience?{{Motivation and emotion/Book/Low}} {{ME-By|U3258176}} # [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|U3037334}} # [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it?{{Motivation and emotion/Book/High}} {{ME-By|Mickytubby}} # [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|SneKri}} # [[/Trauma and attachment development/]] - How does early trauma shape the formation of attachment styles?{{Motivation and emotion/Book/Low}} {{ME-By|SarahsDrew}} # [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|Katharina Pereira}} # [[/White noise and emotion/]] - How does white noise affect human emotion? {{ME-By|Samanthagrebert}} # [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|Yaympe}} # [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|U3258422}} ==Motivation and emotion== # [[/Alcohol, dopamine, motivation, and emotion/]] - What role does dopamine play in motivational and emotional responses to alcohol consumption? {{ME-By|Ameliarobinson7}} # [[/Dopamine fasting/]] - What is dopamine fasting and how does it affect motivation and emotion? {{ME-By|U32592542TBoardman}} # [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|Shahad ALKADAH}} # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|Heba128}} # [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|Emmmurray}} [[Category:Motivation and emotion/Book/2025]] hwllxh4w1zbhuhumbuqx72m2khkpvl6 2814773 2814768 2026-06-09T04:34:58Z Jtneill 10242 Move 1 abandoned topic to 2026 2814773 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adenosine and sleep motivation/]] - How does adenosine affect the motivation to sleep? {{ME-By|Rocxie}} # [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|U3276010}} # [[/AI use, cognitive load, and motivation/]] - How does generative AI reduce cognitive effort, and what are the motivational consequences?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3239124}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit?{{Motivation and emotion/Book/Low}} {{ME-By|Jack Stephen Myers}} # [[/Autonomy and intrinsic motivation in self-determination theory/]] - How does the need for autonomy influence intrinsic motivation according to SDT?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3158916}} # [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|TarynHingston}} # [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|U3247987}} # [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|LizbethMV}} # [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does coercive control play in intimate partner violence?{{Motivation and emotion/Book/High}} {{ME-By|U3260357}} # [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|Olivia Kalman}} # [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy?{{Motivation and emotion/Book/High}} {{ME-By|U3253054}} # [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|U3261404}} # [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations?{{Motivation and emotion/Book/High}} {{ME-By|U3258342}} # [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|Grant7183}} # [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance?{{Motivation and emotion/Book/High}} {{ME-By|KF3262491}} # [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed?{{Motivation and emotion/Book/High}} {{ME-By|Sonja Mil}} # [[/E-cigarette use motivation/]] - What motivates starting and continuing vaping of nicotine e-cigarettes? {{ME-By|U3253107}} # [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort?{{Motivation and emotion/Book/Low}} {{ME-By|Jack J 2025}} # [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control?{{Motivation and emotion/Book/Low}} {{ME-By|Sienna04}} # [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|S3257790}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity?{{Motivation and emotion/Book/Low}} {{ME-By|A.michelle27}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|U3252952}} # [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation?{{Motivation and emotion/Book/High}} {{ME-By|U3240719}} # [[Motivation and emotion/Book/2025/Grit and academic achievement|Grit and academic achievement]] - What role do grit play in academic achievement? - [[User:Christie M.B|Christie M.B]] # [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|U3242235}} # [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues?{{Motivation and emotion/Book/High}} {{ME-By|Tillie Not}} # [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|Kat Daisy}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning?{{Motivation and emotion/Book/Low}} {{ME-By|U3234802}} # [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle?{{Motivation and emotion/Book/Low}} {{ME-By|Rellimit}} # [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|U3272957}} # [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use?{{Motivation and emotion/Book/High}} {{ME-By|AshleyCremin29}} # [[/Morbid curiosity/]] - What is morbid curiosity, what causes it, and how does it influence behaviour?{{Motivation and emotion/Book/Low}} {{ME-By|Chelsea Schofield}} # [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time?{{Motivation and emotion/Book/High}} {{ME-By|U3253297}} # [[/Motivation for healthy change in pregnancy/]] - What motivates overweight and obese women to adopt healthier behaviours during pregnancy?{{Motivation and emotion/Book/High}} {{ME-By|CRKNutrition}} # [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions?{{Motivation and emotion/Book/High}} {{ME-By|U3254978}} # [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification?{{Motivation and emotion/Book/High}} {{ME-By|U3283286}} # [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|S00246164}} # [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|U3236781}} # [[/Play motivation/]] - What motivates play? {{ME-By|SamuelJMcLeod}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure?{{Motivation and emotion/Book/Low}} {{ME-By|U3258116}} # [[/Positive criminology and motivation/]] - What motivates individuals to desist from crime and pursue rehabilitation? {{ME-By|WillowM-U3233348}} # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|Caitfek03}} # [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|Tamanna Goyat}} # [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|U3229934}} # [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|ChevelleCE}} # [[/School shooting motivation/]] - What motivates school shooters and how can the risk of shootings be reduced? {{ME-By|August125}} # [[/Self-compassion and academic procrastination/]] - How does self-compassion reduce academic procrastination? {{ME-By|CourtBee}} # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|U3251956}} # [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|U3247927}} # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|U3242205}} # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age?{{Motivation and emotion/Book/High}} {{ME-By|U3239643}} # [[/Sleep and ego depletion/]] - How does sleep affect the capacity for self-control and willpower? {{ME-By|Lachlancanning04}} # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|Jquinn01}} # [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees?{{Motivation and emotion/Book/Low}} {{ME-By|U3054914}} # [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|U3263271}} # [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|Eva U3259916}} # [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3191598}} # [[/Vasopressin and motivation/]] - How does vasopressin influence motivation? {{ME-By|U3260066}} # [[/Work motivation and self-determination theory/]] - How does self-determination theory explain work motivation? {{ME-By|U3258325}} ==Emotion== # [[/Affect regulation via psychoactive drugs/]] - How do psychoactive drugs function as emotion regulation tools? {{ME-By|Xav Crow}} # [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness?{{Motivation and emotion/Book/High}} {{ME-By|U3194852}} # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours?{{Motivation and emotion/Book/High}} {{ME-By|SidneyKShaw}} # [[/Anger and sport/]] - What role does anger play in sport performance? {{ME-By|CarrollJ2003}} # [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|Declan Ballhause}} # [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness?{{Motivation and emotion/Book/High}} {{ME-By|NostradamusPredictedAllThis}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Kenziemacfarlane}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake?{{Motivation and emotion/Book/Low}} {{ME-By|HollyMapley}} # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|Neha Jose}} # [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|U3252909}} # [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|U3255111}} # [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life?{{Motivation and emotion/Book/Low}} {{ME-By|Ishana Kadel}} # [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|U3239991}} # [[/Cultural differences in grief/]] - How does culture vary impact grief? {{ME-By|U3256542}} # [[/Dark triad and empathy/]] - How is empathy experienced by people with dark triad traits? {{ME-By|Jay 2910}} # [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|U3228474}} # [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions?{{Motivation and emotion/Book/High}} {{ME-By|U3226616}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping?{{Motivation and emotion/Book/Low}} {{ME-By|U3255304}} # [[/Drug use as emotion regulation/]] - Why do people use drugs to cope with difficult emotions? {{ME-By|Keirra mead}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states?{{Motivation and emotion/Book/Low}} {{ME-By|Taylorbarham}} # [[/Emotional dependency in abusive relationships/]] - What psychological mechanisms drive emotional dependency and how does it perpetuate abuse? {{ME-By|U3253866}} # [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|LlewellaKY}} # [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|U3261432}} # [[/Exteroception and emotion/]] - What is the relationship between exteroception and emotional experience? {{ME-By|Dsanad|Dsanad}} # [[/Fear of failure and procrastination/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|KristinaZhideleva}} # [[/Fear of failure and procrastination 2/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination?{{Motivation and emotion/Book/Low}} {{ME-By|U3280622}} # [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion?{{Motivation and emotion/Book/High}} {{ME-By|U3258352}} # [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|U3237916}} # [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|Ronnie4725}} # [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood?{{Motivation and emotion/Book/High}} {{ME-By|Jaspershields}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|AliciaEdwards1212}} # [[/Maladaptive defence mechanisms and distress/]] - In what ways do maladaptive defences shape emotional regulation and behavioural responses when under pressure? {{ME-By|Nandhana18}} # [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|JansenMartinez}} # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness facilitate emotion regulation strategies?{{Motivation and emotion/Book/High}} {{ME-By|Elina.jean.r}} # [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviours? {{ME-By|ConnorIrlam}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed?{{Motivation and emotion/Book/Low}} {{ME-By|Ruby Mckeown}} # [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|U3261057}} # [[/Narrative therapy and emotion/]] - What is the role of emotion in narrative therapy? {{ME-By|Erin Laborvoid}} # [[/Negative affect and substance use relapse/]] - Why does negative affect increase the risk of relapse in substance-dependent individuals and how can this risk be minimised? {{ME-By|Kiara Viney}} # [[/Neurodivergence and trauma/]] - What are the impacts of trauma on neurodivergence and what can be done about it? {{ME-By|U3170918}} # [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|Sophiaspackman}} # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|U3259177}} # [[/Neuroscience of unexpected positive outcomes/]] - What is the neural response to unexpected positive outcomes? {{ME-By|Khanaklashkari}} # [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|Christelle112}} # [[/Pregnancy loss and emotion/]] - What are the emotional consequences of pregnancy loss for parents? {{ME-By|U3262917}} # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|U3265189}} # [[/Rejection sensitivity/]] - What is rejection sensitivity and how does it impact behaviour and relationships? {{ME-By|U3250328}} # [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|Hcoad}} # [[/Self-medication hypothesis and emotion/]] - What does the self-medication hypothesis reveal about emotional regulation through drug use? {{ME-By|MaK3254141}} # [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|U3141523}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Keetajj2}} # [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|K-U3005392}} # [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|U3261438}} # [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions?{{Motivation and emotion/Book/High}} {{ME-By|ElhamHaji}} # [[/Social media and emotional dysregulation/]] - How does social media use contribute to emotional dysregulation?{{Motivation and emotion/Book/Low}} {{ME-By|Maryam.sakieh}} # [[/Social media and happiness/]] - What is the relationship between social media use and happiness?{{Motivation and emotion/Book/High}} {{ME-By|Tenayagerhard}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being?{{Motivation and emotion/Book/High}} {{ME-By|U3214459}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience?{{Motivation and emotion/Book/Low}} {{ME-By|U3258176}} # [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|U3037334}} # [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it?{{Motivation and emotion/Book/High}} {{ME-By|Mickytubby}} # [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|SneKri}} # [[/Trauma and attachment development/]] - How does early trauma shape the formation of attachment styles?{{Motivation and emotion/Book/Low}} {{ME-By|SarahsDrew}} # [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|Katharina Pereira}} # [[/White noise and emotion/]] - How does white noise affect human emotion? {{ME-By|Samanthagrebert}} # [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|Yaympe}} # [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|U3258422}} ==Motivation and emotion== # [[/Alcohol, dopamine, motivation, and emotion/]] - What role does dopamine play in motivational and emotional responses to alcohol consumption? {{ME-By|Ameliarobinson7}} # [[/Dopamine fasting/]] - What is dopamine fasting and how does it affect motivation and emotion? {{ME-By|U32592542TBoardman}} # [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|Shahad ALKADAH}} # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|Heba128}} # [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|Emmmurray}} [[Category:Motivation and emotion/Book/2025]] i1c1kq73puq71bxs6kgevbsoh7tb2s2 2814787 2814773 2026-06-09T04:55:14Z Jtneill 10242 2814787 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adenosine and sleep motivation/]] - How does adenosine affect the motivation to sleep? {{ME-By|Rocxie}} # [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|U3276010}} # [[/AI use, cognitive load, and motivation/]] - How does generative AI reduce cognitive effort, and what are the motivational consequences?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3239124}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit?{{Motivation and emotion/Book/Low}} {{ME-By|Jack Stephen Myers}} # [[/Autonomy and intrinsic motivation in self-determination theory/]] - How does the need for autonomy influence intrinsic motivation according to SDT?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3158916}} # [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|TarynHingston}} # [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|U3247987}} # [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|LizbethMV}} # [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does coercive control play in intimate partner violence?{{Motivation and emotion/Book/High}} {{ME-By|U3260357}} # [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|Olivia Kalman}} # [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy?{{Motivation and emotion/Book/High}} {{ME-By|U3253054}} # [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|U3261404}} # [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations?{{Motivation and emotion/Book/High}} {{ME-By|U3258342}} # [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|Grant7183}} # [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance?{{Motivation and emotion/Book/High}} {{ME-By|KF3262491}} # [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed?{{Motivation and emotion/Book/High}} {{ME-By|Sonja Mil}} # [[/E-cigarette use motivation/]] - What motivates starting and continuing vaping of nicotine e-cigarettes? {{ME-By|U3253107}} # [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|Jack J 2025}} # [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|Sienna04}} # [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|S3257790}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity?{{Motivation and emotion/Book/Low}} {{ME-By|A.michelle27}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|U3252952}} # [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation?{{Motivation and emotion/Book/High}} {{ME-By|U3240719}} # [[Motivation and emotion/Book/2025/Grit and academic achievement|Grit and academic achievement]] - What role do grit play in academic achievement? - [[User:Christie M.B|Christie M.B]] # [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|U3242235}} # [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues?{{Motivation and emotion/Book/High}} {{ME-By|Tillie Not}} # [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|Kat Daisy}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning?{{Motivation and emotion/Book/Low}} {{ME-By|U3234802}} # [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle?{{Motivation and emotion/Book/Low}} {{ME-By|Rellimit}} # [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|U3272957}} # [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use?{{Motivation and emotion/Book/High}} {{ME-By|AshleyCremin29}} # [[/Morbid curiosity/]] - What is morbid curiosity, what causes it, and how does it influence behaviour?{{Motivation and emotion/Book/Low}} {{ME-By|Chelsea Schofield}} # [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time?{{Motivation and emotion/Book/High}} {{ME-By|U3253297}} # [[/Motivation for healthy change in pregnancy/]] - What motivates overweight and obese women to adopt healthier behaviours during pregnancy?{{Motivation and emotion/Book/High}} {{ME-By|CRKNutrition}} # [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions?{{Motivation and emotion/Book/High}} {{ME-By|U3254978}} # [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification?{{Motivation and emotion/Book/High}} {{ME-By|U3283286}} # [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|S00246164}} # [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|U3236781}} # [[/Play motivation/]] - What motivates play? {{ME-By|SamuelJMcLeod}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure?{{Motivation and emotion/Book/Low}} {{ME-By|U3258116}} # [[/Positive criminology and motivation/]] - What motivates individuals to desist from crime and pursue rehabilitation? {{ME-By|WillowM-U3233348}} # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|Caitfek03}} # [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|Tamanna Goyat}} # [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|U3229934}} # [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|ChevelleCE}} # [[/School shooting motivation/]] - What motivates school shooters and how can the risk of shootings be reduced? {{ME-By|August125}} # [[/Self-compassion and academic procrastination/]] - How does self-compassion reduce academic procrastination? {{ME-By|CourtBee}} # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|U3251956}} # [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|U3247927}} # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|U3242205}} # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age?{{Motivation and emotion/Book/High}} {{ME-By|U3239643}} # [[/Sleep and ego depletion/]] - How does sleep affect the capacity for self-control and willpower? {{ME-By|Lachlancanning04}} # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|Jquinn01}} # [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees?{{Motivation and emotion/Book/Low}} {{ME-By|U3054914}} # [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|U3263271}} # [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|Eva U3259916}} # [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3191598}} # [[/Vasopressin and motivation/]] - How does vasopressin influence motivation? {{ME-By|U3260066}} # [[/Work motivation and self-determination theory/]] - How does self-determination theory explain work motivation? {{ME-By|U3258325}} ==Emotion== # [[/Affect regulation via psychoactive drugs/]] - How do psychoactive drugs function as emotion regulation tools? {{ME-By|Xav Crow}} # [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness?{{Motivation and emotion/Book/High}} {{ME-By|U3194852}} # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours?{{Motivation and emotion/Book/High}} {{ME-By|SidneyKShaw}} # [[/Anger and sport/]] - What role does anger play in sport performance? {{ME-By|CarrollJ2003}} # [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|Declan Ballhause}} # [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness?{{Motivation and emotion/Book/High}} {{ME-By|NostradamusPredictedAllThis}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Kenziemacfarlane}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake?{{Motivation and emotion/Book/Low}} {{ME-By|HollyMapley}} # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|Neha Jose}} # [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|U3252909}} # [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|U3255111}} # [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life?{{Motivation and emotion/Book/Low}} {{ME-By|Ishana Kadel}} # [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|U3239991}} # [[/Cultural differences in grief/]] - How does culture vary impact grief? {{ME-By|U3256542}} # [[/Dark triad and empathy/]] - How is empathy experienced by people with dark triad traits? {{ME-By|Jay 2910}} # [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|U3228474}} # [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions?{{Motivation and emotion/Book/High}} {{ME-By|U3226616}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping?{{Motivation and emotion/Book/Low}} {{ME-By|U3255304}} # [[/Drug use as emotion regulation/]] - Why do people use drugs to cope with difficult emotions? {{ME-By|Keirra mead}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states?{{Motivation and emotion/Book/Low}} {{ME-By|Taylorbarham}} # [[/Emotional dependency in abusive relationships/]] - What psychological mechanisms drive emotional dependency and how does it perpetuate abuse? {{ME-By|U3253866}} # [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|LlewellaKY}} # [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|U3261432}} # [[/Exteroception and emotion/]] - What is the relationship between exteroception and emotional experience? {{ME-By|Dsanad|Dsanad}} # [[/Fear of failure and procrastination/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|KristinaZhideleva}} # [[/Fear of failure and procrastination 2/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination?{{Motivation and emotion/Book/Low}} {{ME-By|U3280622}} # [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion?{{Motivation and emotion/Book/High}} {{ME-By|U3258352}} # [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|U3237916}} # [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|Ronnie4725}} # [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood?{{Motivation and emotion/Book/High}} {{ME-By|Jaspershields}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|AliciaEdwards1212}} # [[/Maladaptive defence mechanisms and distress/]] - In what ways do maladaptive defences shape emotional regulation and behavioural responses when under pressure? {{ME-By|Nandhana18}} # [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|JansenMartinez}} # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness facilitate emotion regulation strategies?{{Motivation and emotion/Book/High}} {{ME-By|Elina.jean.r}} # [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviours? {{ME-By|ConnorIrlam}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed?{{Motivation and emotion/Book/Low}} {{ME-By|Ruby Mckeown}} # [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|U3261057}} # [[/Narrative therapy and emotion/]] - What is the role of emotion in narrative therapy? {{ME-By|Erin Laborvoid}} # [[/Negative affect and substance use relapse/]] - Why does negative affect increase the risk of relapse in substance-dependent individuals and how can this risk be minimised? {{ME-By|Kiara Viney}} # [[/Neurodivergence and trauma/]] - What are the impacts of trauma on neurodivergence and what can be done about it? {{ME-By|U3170918}} # [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|Sophiaspackman}} # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|U3259177}} # [[/Neuroscience of unexpected positive outcomes/]] - What is the neural response to unexpected positive outcomes? {{ME-By|Khanaklashkari}} # [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|Christelle112}} # [[/Pregnancy loss and emotion/]] - What are the emotional consequences of pregnancy loss for parents? {{ME-By|U3262917}} # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|U3265189}} # [[/Rejection sensitivity/]] - What is rejection sensitivity and how does it impact behaviour and relationships? {{ME-By|U3250328}} # [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|Hcoad}} # [[/Self-medication hypothesis and emotion/]] - What does the self-medication hypothesis reveal about emotional regulation through drug use? {{ME-By|MaK3254141}} # [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|U3141523}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Keetajj2}} # [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|K-U3005392}} # [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|U3261438}} # [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions?{{Motivation and emotion/Book/High}} {{ME-By|ElhamHaji}} # [[/Social media and emotional dysregulation/]] - How does social media use contribute to emotional dysregulation?{{Motivation and emotion/Book/Low}} {{ME-By|Maryam.sakieh}} # [[/Social media and happiness/]] - What is the relationship between social media use and happiness?{{Motivation and emotion/Book/High}} {{ME-By|Tenayagerhard}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being?{{Motivation and emotion/Book/High}} {{ME-By|U3214459}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience?{{Motivation and emotion/Book/Low}} {{ME-By|U3258176}} # [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|U3037334}} # [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it?{{Motivation and emotion/Book/High}} {{ME-By|Mickytubby}} # [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|SneKri}} # [[/Trauma and attachment development/]] - How does early trauma shape the formation of attachment styles?{{Motivation and emotion/Book/Low}} {{ME-By|SarahsDrew}} # [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|Katharina Pereira}} # [[/White noise and emotion/]] - How does white noise affect human emotion? {{ME-By|Samanthagrebert}} # [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|Yaympe}} # [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|U3258422}} ==Motivation and emotion== # [[/Alcohol, dopamine, motivation, and emotion/]] - What role does dopamine play in motivational and emotional responses to alcohol consumption? {{ME-By|Ameliarobinson7}} # [[/Dopamine fasting/]] - What is dopamine fasting and how does it affect motivation and emotion? {{ME-By|U32592542TBoardman}} # [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|Shahad ALKADAH}} # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|Heba128}} # [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|Emmmurray}} [[Category:Motivation and emotion/Book/2025]] ds1nmmypq5981wywj2z4zk76ungj12c 2814794 2814787 2026-06-09T05:03:39Z Jtneill 10242 /* Motivation */ 2814794 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adenosine and sleep motivation/]] - How does adenosine affect the motivation to sleep? {{ME-By|Rocxie}} # [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|U3276010}} # [[/AI use, cognitive load, and motivation/]] - How does generative AI reduce cognitive effort, and what are the motivational consequences?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3239124}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit?{{Motivation and emotion/Book/Low}} {{ME-By|Jack Stephen Myers}} # [[/Autonomy and intrinsic motivation in self-determination theory/]] - How does the need for autonomy influence intrinsic motivation according to SDT?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3158916}} # [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|TarynHingston}} # [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|U3247987}} # [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|LizbethMV}} # [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does coercive control play in intimate partner violence?{{Motivation and emotion/Book/High}} {{ME-By|U3260357}} # [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|Olivia Kalman}} # [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy?{{Motivation and emotion/Book/High}} {{ME-By|U3253054}} # [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|U3261404}} # [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations?{{Motivation and emotion/Book/High}} {{ME-By|U3258342}} # [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|Grant7183}} # [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance?{{Motivation and emotion/Book/High}} {{ME-By|KF3262491}} # [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed?{{Motivation and emotion/Book/High}} {{ME-By|Sonja Mil}} # [[/E-cigarette use motivation/]] - What motivates starting and continuing vaping of nicotine e-cigarettes? {{ME-By|U3253107}} # [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|Jack J 2025}} # [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|Sienna04}} # [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|S3257790}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity?{{Motivation and emotion/Book/Low}} {{ME-By|A.michelle27}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|U3252952}} # [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation?{{Motivation and emotion/Book/High}} {{ME-By|U3240719}} # [[Motivation and emotion/Book/2025/Grit and academic achievement|Grit and academic achievement]] - What role do grit play in academic achievement? - [[User:Christie M.B|Christie M.B]] # [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|U3242235}} # [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues?{{Motivation and emotion/Book/High}} {{ME-By|Tillie Not}} # [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|Kat Daisy}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning?{{Motivation and emotion/Book/Low}} {{ME-By|U3234802}} # [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle?{{Motivation and emotion/Book/Low}} {{ME-By|Rellimit}} # [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|U3272957}} # [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use?{{Motivation and emotion/Book/High}} {{ME-By|AshleyCremin29}} # [[/Morbid curiosity/]] - What is morbid curiosity, what causes it, and how does it influence behaviour?{{Motivation and emotion/Book/Low}} {{ME-By|Chelsea Schofield}} # [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time?{{Motivation and emotion/Book/High}} {{ME-By|U3253297}} # [[/Motivation for healthy change in pregnancy/]] - What motivates overweight and obese women to adopt healthier behaviours during pregnancy?{{Motivation and emotion/Book/High}} {{ME-By|CRKNutrition}} # [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions?{{Motivation and emotion/Book/High}} {{ME-By|U3254978}} # [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification?{{Motivation and emotion/Book/High}} {{ME-By|U3283286}} # [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|S00246164}} # [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|U3236781}} # [[/Play motivation/]] - What motivates play? {{ME-By|SamuelJMcLeod}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure?{{Motivation and emotion/Book/Low}} {{ME-By|U3258116}} # [[/Positive criminology and motivation/]] - What motivates individuals to desist from crime and pursue rehabilitation? {{ME-By|WillowM-U3233348}} # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|Caitfek03}} # [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|Tamanna Goyat}} # [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|U3229934}} # [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|ChevelleCE}} # [[/School shooting motivation/]] - What motivates school shooters and how can the risk of shootings be reduced? {{ME-By|August125}} # [[/Self-compassion and academic procrastination/]] - How does self-compassion reduce academic procrastination? {{ME-By|CourtBee}} # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|U3251956}} # [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|U3247927}} # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|U3242205}} # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age?{{Motivation and emotion/Book/High}} {{ME-By|U3239643}} # [[/Sleep and ego depletion/]] - How does sleep affect the capacity for self-control and willpower? {{ME-By|Lachlancanning04}} # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|Jquinn01}} # [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|U3054914}} # [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|U3263271}} # [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|Eva U3259916}} # [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3191598}} # [[/Vasopressin and motivation/]] - How does vasopressin influence motivation? {{ME-By|U3260066}} # [[/Work motivation and self-determination theory/]] - How does self-determination theory explain work motivation? {{ME-By|U3258325}} ==Emotion== # [[/Affect regulation via psychoactive drugs/]] - How do psychoactive drugs function as emotion regulation tools? {{ME-By|Xav Crow}} # [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness?{{Motivation and emotion/Book/High}} {{ME-By|U3194852}} # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours?{{Motivation and emotion/Book/High}} {{ME-By|SidneyKShaw}} # [[/Anger and sport/]] - What role does anger play in sport performance? {{ME-By|CarrollJ2003}} # [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|Declan Ballhause}} # [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness?{{Motivation and emotion/Book/High}} {{ME-By|NostradamusPredictedAllThis}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Kenziemacfarlane}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake?{{Motivation and emotion/Book/Low}} {{ME-By|HollyMapley}} # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|Neha Jose}} # [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|U3252909}} # [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|U3255111}} # [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life?{{Motivation and emotion/Book/Low}} {{ME-By|Ishana Kadel}} # [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|U3239991}} # [[/Cultural differences in grief/]] - How does culture vary impact grief? {{ME-By|U3256542}} # [[/Dark triad and empathy/]] - How is empathy experienced by people with dark triad traits? {{ME-By|Jay 2910}} # [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|U3228474}} # [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions?{{Motivation and emotion/Book/High}} {{ME-By|U3226616}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping?{{Motivation and emotion/Book/Low}} {{ME-By|U3255304}} # [[/Drug use as emotion regulation/]] - Why do people use drugs to cope with difficult emotions? {{ME-By|Keirra mead}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states?{{Motivation and emotion/Book/Low}} {{ME-By|Taylorbarham}} # [[/Emotional dependency in abusive relationships/]] - What psychological mechanisms drive emotional dependency and how does it perpetuate abuse? {{ME-By|U3253866}} # [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|LlewellaKY}} # [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|U3261432}} # [[/Exteroception and emotion/]] - What is the relationship between exteroception and emotional experience? {{ME-By|Dsanad|Dsanad}} # [[/Fear of failure and procrastination/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|KristinaZhideleva}} # [[/Fear of failure and procrastination 2/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination?{{Motivation and emotion/Book/Low}} {{ME-By|U3280622}} # [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion?{{Motivation and emotion/Book/High}} {{ME-By|U3258352}} # [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|U3237916}} # [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|Ronnie4725}} # [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood?{{Motivation and emotion/Book/High}} {{ME-By|Jaspershields}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|AliciaEdwards1212}} # [[/Maladaptive defence mechanisms and distress/]] - In what ways do maladaptive defences shape emotional regulation and behavioural responses when under pressure? {{ME-By|Nandhana18}} # [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|JansenMartinez}} # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness facilitate emotion regulation strategies?{{Motivation and emotion/Book/High}} {{ME-By|Elina.jean.r}} # [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviours? {{ME-By|ConnorIrlam}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed?{{Motivation and emotion/Book/Low}} {{ME-By|Ruby Mckeown}} # [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|U3261057}} # [[/Narrative therapy and emotion/]] - What is the role of emotion in narrative therapy? {{ME-By|Erin Laborvoid}} # [[/Negative affect and substance use relapse/]] - Why does negative affect increase the risk of relapse in substance-dependent individuals and how can this risk be minimised? {{ME-By|Kiara Viney}} # [[/Neurodivergence and trauma/]] - What are the impacts of trauma on neurodivergence and what can be done about it? {{ME-By|U3170918}} # [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|Sophiaspackman}} # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|U3259177}} # [[/Neuroscience of unexpected positive outcomes/]] - What is the neural response to unexpected positive outcomes? {{ME-By|Khanaklashkari}} # [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|Christelle112}} # [[/Pregnancy loss and emotion/]] - What are the emotional consequences of pregnancy loss for parents? {{ME-By|U3262917}} # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|U3265189}} # [[/Rejection sensitivity/]] - What is rejection sensitivity and how does it impact behaviour and relationships? {{ME-By|U3250328}} # [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|Hcoad}} # [[/Self-medication hypothesis and emotion/]] - What does the self-medication hypothesis reveal about emotional regulation through drug use? {{ME-By|MaK3254141}} # [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|U3141523}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Keetajj2}} # [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|K-U3005392}} # [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|U3261438}} # [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions?{{Motivation and emotion/Book/High}} {{ME-By|ElhamHaji}} # [[/Social media and emotional dysregulation/]] - How does social media use contribute to emotional dysregulation?{{Motivation and emotion/Book/Low}} {{ME-By|Maryam.sakieh}} # [[/Social media and happiness/]] - What is the relationship between social media use and happiness?{{Motivation and emotion/Book/High}} {{ME-By|Tenayagerhard}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being?{{Motivation and emotion/Book/High}} {{ME-By|U3214459}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience?{{Motivation and emotion/Book/Low}} {{ME-By|U3258176}} # [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|U3037334}} # [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it?{{Motivation and emotion/Book/High}} {{ME-By|Mickytubby}} # [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|SneKri}} # [[/Trauma and attachment development/]] - How does early trauma shape the formation of attachment styles?{{Motivation and emotion/Book/Low}} {{ME-By|SarahsDrew}} # [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|Katharina Pereira}} # [[/White noise and emotion/]] - How does white noise affect human emotion? {{ME-By|Samanthagrebert}} # [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|Yaympe}} # [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|U3258422}} ==Motivation and emotion== # [[/Alcohol, dopamine, motivation, and emotion/]] - What role does dopamine play in motivational and emotional responses to alcohol consumption? {{ME-By|Ameliarobinson7}} # [[/Dopamine fasting/]] - What is dopamine fasting and how does it affect motivation and emotion? {{ME-By|U32592542TBoardman}} # [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|Shahad ALKADAH}} # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|Heba128}} # [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|Emmmurray}} [[Category:Motivation and emotion/Book/2025]] dwjqohi8yqip5la3ozn7bos3rbp1s14 2814801 2814794 2026-06-09T05:08:46Z Jtneill 10242 /* Emotion */ 2814801 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adenosine and sleep motivation/]] - How does adenosine affect the motivation to sleep? {{ME-By|Rocxie}} # [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|U3276010}} # [[/AI use, cognitive load, and motivation/]] - How does generative AI reduce cognitive effort, and what are the motivational consequences?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3239124}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit?{{Motivation and emotion/Book/Low}} {{ME-By|Jack Stephen Myers}} # [[/Autonomy and intrinsic motivation in self-determination theory/]] - How does the need for autonomy influence intrinsic motivation according to SDT?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3158916}} # [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|TarynHingston}} # [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|U3247987}} # [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|LizbethMV}} # [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does coercive control play in intimate partner violence?{{Motivation and emotion/Book/High}} {{ME-By|U3260357}} # [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|Olivia Kalman}} # [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy?{{Motivation and emotion/Book/High}} {{ME-By|U3253054}} # [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|U3261404}} # [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations?{{Motivation and emotion/Book/High}} {{ME-By|U3258342}} # [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|Grant7183}} # [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance?{{Motivation and emotion/Book/High}} {{ME-By|KF3262491}} # [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed?{{Motivation and emotion/Book/High}} {{ME-By|Sonja Mil}} # [[/E-cigarette use motivation/]] - What motivates starting and continuing vaping of nicotine e-cigarettes? {{ME-By|U3253107}} # [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|Jack J 2025}} # [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|Sienna04}} # [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|S3257790}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity?{{Motivation and emotion/Book/Low}} {{ME-By|A.michelle27}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|U3252952}} # [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation?{{Motivation and emotion/Book/High}} {{ME-By|U3240719}} # [[Motivation and emotion/Book/2025/Grit and academic achievement|Grit and academic achievement]] - What role do grit play in academic achievement? - [[User:Christie M.B|Christie M.B]] # [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|U3242235}} # [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues?{{Motivation and emotion/Book/High}} {{ME-By|Tillie Not}} # [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|Kat Daisy}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning?{{Motivation and emotion/Book/Low}} {{ME-By|U3234802}} # [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle?{{Motivation and emotion/Book/Low}} {{ME-By|Rellimit}} # [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|U3272957}} # [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use?{{Motivation and emotion/Book/High}} {{ME-By|AshleyCremin29}} # [[/Morbid curiosity/]] - What is morbid curiosity, what causes it, and how does it influence behaviour?{{Motivation and emotion/Book/Low}} {{ME-By|Chelsea Schofield}} # [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time?{{Motivation and emotion/Book/High}} {{ME-By|U3253297}} # [[/Motivation for healthy change in pregnancy/]] - What motivates overweight and obese women to adopt healthier behaviours during pregnancy?{{Motivation and emotion/Book/High}} {{ME-By|CRKNutrition}} # [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions?{{Motivation and emotion/Book/High}} {{ME-By|U3254978}} # [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification?{{Motivation and emotion/Book/High}} {{ME-By|U3283286}} # [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|S00246164}} # [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|U3236781}} # [[/Play motivation/]] - What motivates play? {{ME-By|SamuelJMcLeod}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure?{{Motivation and emotion/Book/Low}} {{ME-By|U3258116}} # [[/Positive criminology and motivation/]] - What motivates individuals to desist from crime and pursue rehabilitation? {{ME-By|WillowM-U3233348}} # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|Caitfek03}} # [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|Tamanna Goyat}} # [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|U3229934}} # [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|ChevelleCE}} # [[/School shooting motivation/]] - What motivates school shooters and how can the risk of shootings be reduced? {{ME-By|August125}} # [[/Self-compassion and academic procrastination/]] - How does self-compassion reduce academic procrastination? {{ME-By|CourtBee}} # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|U3251956}} # [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|U3247927}} # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|U3242205}} # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age?{{Motivation and emotion/Book/High}} {{ME-By|U3239643}} # [[/Sleep and ego depletion/]] - How does sleep affect the capacity for self-control and willpower? {{ME-By|Lachlancanning04}} # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|Jquinn01}} # [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|U3054914}} # [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|U3263271}} # [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|Eva U3259916}} # [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3191598}} # [[/Vasopressin and motivation/]] - How does vasopressin influence motivation? {{ME-By|U3260066}} # [[/Work motivation and self-determination theory/]] - How does self-determination theory explain work motivation? {{ME-By|U3258325}} ==Emotion== # [[/Affect regulation via psychoactive drugs/]] - How do psychoactive drugs function as emotion regulation tools? {{ME-By|Xav Crow}} # [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness?{{Motivation and emotion/Book/High}} {{ME-By|U3194852}} # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours?{{Motivation and emotion/Book/High}} {{ME-By|SidneyKShaw}} # [[/Anger and sport/]] - What role does anger play in sport performance? {{ME-By|CarrollJ2003}} # [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|Declan Ballhause}} # [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness?{{Motivation and emotion/Book/High}} {{ME-By|NostradamusPredictedAllThis}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Kenziemacfarlane}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake?{{Motivation and emotion/Book/Low}} {{ME-By|HollyMapley}} # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|Neha Jose}} # [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|U3252909}} # [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|U3255111}} # [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|Ishana Kadel}} # [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|U3239991}} # [[/Cultural differences in grief/]] - How does culture vary impact grief? {{ME-By|U3256542}} # [[/Dark triad and empathy/]] - How is empathy experienced by people with dark triad traits? {{ME-By|Jay 2910}} # [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|U3228474}} # [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions?{{Motivation and emotion/Book/High}} {{ME-By|U3226616}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping?{{Motivation and emotion/Book/Low}} {{ME-By|U3255304}} # [[/Drug use as emotion regulation/]] - Why do people use drugs to cope with difficult emotions? {{ME-By|Keirra mead}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states?{{Motivation and emotion/Book/Low}} {{ME-By|Taylorbarham}} # [[/Emotional dependency in abusive relationships/]] - What psychological mechanisms drive emotional dependency and how does it perpetuate abuse? {{ME-By|U3253866}} # [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|LlewellaKY}} # [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|U3261432}} # [[/Exteroception and emotion/]] - What is the relationship between exteroception and emotional experience? {{ME-By|Dsanad|Dsanad}} # [[/Fear of failure and procrastination/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|KristinaZhideleva}} # [[/Fear of failure and procrastination 2/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination?{{Motivation and emotion/Book/Low}} {{ME-By|U3280622}} # [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion?{{Motivation and emotion/Book/High}} {{ME-By|U3258352}} # [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|U3237916}} # [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|Ronnie4725}} # [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood?{{Motivation and emotion/Book/High}} {{ME-By|Jaspershields}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|AliciaEdwards1212}} # [[/Maladaptive defence mechanisms and distress/]] - In what ways do maladaptive defences shape emotional regulation and behavioural responses when under pressure? {{ME-By|Nandhana18}} # [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|JansenMartinez}} # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness facilitate emotion regulation strategies?{{Motivation and emotion/Book/High}} {{ME-By|Elina.jean.r}} # [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviours? {{ME-By|ConnorIrlam}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed?{{Motivation and emotion/Book/Low}} {{ME-By|Ruby Mckeown}} # [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|U3261057}} # [[/Narrative therapy and emotion/]] - What is the role of emotion in narrative therapy? {{ME-By|Erin Laborvoid}} # [[/Negative affect and substance use relapse/]] - Why does negative affect increase the risk of relapse in substance-dependent individuals and how can this risk be minimised? {{ME-By|Kiara Viney}} # [[/Neurodivergence and trauma/]] - What are the impacts of trauma on neurodivergence and what can be done about it? {{ME-By|U3170918}} # [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|Sophiaspackman}} # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|U3259177}} # [[/Neuroscience of unexpected positive outcomes/]] - What is the neural response to unexpected positive outcomes? {{ME-By|Khanaklashkari}} # [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|Christelle112}} # [[/Pregnancy loss and emotion/]] - What are the emotional consequences of pregnancy loss for parents? {{ME-By|U3262917}} # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|U3265189}} # [[/Rejection sensitivity/]] - What is rejection sensitivity and how does it impact behaviour and relationships? {{ME-By|U3250328}} # [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|Hcoad}} # [[/Self-medication hypothesis and emotion/]] - What does the self-medication hypothesis reveal about emotional regulation through drug use? {{ME-By|MaK3254141}} # [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|U3141523}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Keetajj2}} # [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|K-U3005392}} # [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|U3261438}} # [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions?{{Motivation and emotion/Book/High}} {{ME-By|ElhamHaji}} # [[/Social media and emotional dysregulation/]] - How does social media use contribute to emotional dysregulation?{{Motivation and emotion/Book/Low}} {{ME-By|Maryam.sakieh}} # [[/Social media and happiness/]] - What is the relationship between social media use and happiness?{{Motivation and emotion/Book/High}} {{ME-By|Tenayagerhard}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being?{{Motivation and emotion/Book/High}} {{ME-By|U3214459}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience?{{Motivation and emotion/Book/Low}} {{ME-By|U3258176}} # [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|U3037334}} # [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it?{{Motivation and emotion/Book/High}} {{ME-By|Mickytubby}} # [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|SneKri}} # [[/Trauma and attachment development/]] - How does early trauma shape the formation of attachment styles?{{Motivation and emotion/Book/Low}} {{ME-By|SarahsDrew}} # [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|Katharina Pereira}} # [[/White noise and emotion/]] - How does white noise affect human emotion? {{ME-By|Samanthagrebert}} # [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|Yaympe}} # [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|U3258422}} ==Motivation and emotion== # [[/Alcohol, dopamine, motivation, and emotion/]] - What role does dopamine play in motivational and emotional responses to alcohol consumption? {{ME-By|Ameliarobinson7}} # [[/Dopamine fasting/]] - What is dopamine fasting and how does it affect motivation and emotion? {{ME-By|U32592542TBoardman}} # [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|Shahad ALKADAH}} # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|Heba128}} # [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|Emmmurray}} [[Category:Motivation and emotion/Book/2025]] gw0fcwrty38vdlqznvxmwzqegswilv2 2814809 2814801 2026-06-09T05:18:55Z Jtneill 10242 /* Emotion */ 2814809 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adenosine and sleep motivation/]] - How does adenosine affect the motivation to sleep? {{ME-By|Rocxie}} # [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|U3276010}} # [[/AI use, cognitive load, and motivation/]] - How does generative AI reduce cognitive effort, and what are the motivational consequences?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3239124}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit?{{Motivation and emotion/Book/Low}} {{ME-By|Jack Stephen Myers}} # [[/Autonomy and intrinsic motivation in self-determination theory/]] - How does the need for autonomy influence intrinsic motivation according to SDT?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3158916}} # [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|TarynHingston}} # [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|U3247987}} # [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|LizbethMV}} # [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does coercive control play in intimate partner violence?{{Motivation and emotion/Book/High}} {{ME-By|U3260357}} # [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|Olivia Kalman}} # [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy?{{Motivation and emotion/Book/High}} {{ME-By|U3253054}} # [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|U3261404}} # [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations?{{Motivation and emotion/Book/High}} {{ME-By|U3258342}} # [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|Grant7183}} # [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance?{{Motivation and emotion/Book/High}} {{ME-By|KF3262491}} # [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed?{{Motivation and emotion/Book/High}} {{ME-By|Sonja Mil}} # [[/E-cigarette use motivation/]] - What motivates starting and continuing vaping of nicotine e-cigarettes? {{ME-By|U3253107}} # [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|Jack J 2025}} # [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|Sienna04}} # [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|S3257790}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity?{{Motivation and emotion/Book/Low}} {{ME-By|A.michelle27}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|U3252952}} # [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation?{{Motivation and emotion/Book/High}} {{ME-By|U3240719}} # [[Motivation and emotion/Book/2025/Grit and academic achievement|Grit and academic achievement]] - What role do grit play in academic achievement? - [[User:Christie M.B|Christie M.B]] # [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|U3242235}} # [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues?{{Motivation and emotion/Book/High}} {{ME-By|Tillie Not}} # [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|Kat Daisy}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning?{{Motivation and emotion/Book/Low}} {{ME-By|U3234802}} # [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle?{{Motivation and emotion/Book/Low}} {{ME-By|Rellimit}} # [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|U3272957}} # [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use?{{Motivation and emotion/Book/High}} {{ME-By|AshleyCremin29}} # [[/Morbid curiosity/]] - What is morbid curiosity, what causes it, and how does it influence behaviour?{{Motivation and emotion/Book/Low}} {{ME-By|Chelsea Schofield}} # [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time?{{Motivation and emotion/Book/High}} {{ME-By|U3253297}} # [[/Motivation for healthy change in pregnancy/]] - What motivates overweight and obese women to adopt healthier behaviours during pregnancy?{{Motivation and emotion/Book/High}} {{ME-By|CRKNutrition}} # [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions?{{Motivation and emotion/Book/High}} {{ME-By|U3254978}} # [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification?{{Motivation and emotion/Book/High}} {{ME-By|U3283286}} # [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|S00246164}} # [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|U3236781}} # [[/Play motivation/]] - What motivates play? {{ME-By|SamuelJMcLeod}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure?{{Motivation and emotion/Book/Low}} {{ME-By|U3258116}} # [[/Positive criminology and motivation/]] - What motivates individuals to desist from crime and pursue rehabilitation? {{ME-By|WillowM-U3233348}} # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|Caitfek03}} # [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|Tamanna Goyat}} # [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|U3229934}} # [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|ChevelleCE}} # [[/School shooting motivation/]] - What motivates school shooters and how can the risk of shootings be reduced? {{ME-By|August125}} # [[/Self-compassion and academic procrastination/]] - How does self-compassion reduce academic procrastination? {{ME-By|CourtBee}} # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|U3251956}} # [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|U3247927}} # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|U3242205}} # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age?{{Motivation and emotion/Book/High}} {{ME-By|U3239643}} # [[/Sleep and ego depletion/]] - How does sleep affect the capacity for self-control and willpower? {{ME-By|Lachlancanning04}} # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|Jquinn01}} # [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|U3054914}} # [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|U3263271}} # [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|Eva U3259916}} # [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation?{{Motivation and emotion/Book/High}}{{Motivation and emotion/Book/High}} {{ME-By|U3191598}} # [[/Vasopressin and motivation/]] - How does vasopressin influence motivation? {{ME-By|U3260066}} # [[/Work motivation and self-determination theory/]] - How does self-determination theory explain work motivation? {{ME-By|U3258325}} ==Emotion== # [[/Affect regulation via psychoactive drugs/]] - How do psychoactive drugs function as emotion regulation tools? {{ME-By|Xav Crow}} # [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness?{{Motivation and emotion/Book/High}} {{ME-By|U3194852}} # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours?{{Motivation and emotion/Book/High}} {{ME-By|SidneyKShaw}} # [[/Anger and sport/]] - What role does anger play in sport performance? {{ME-By|CarrollJ2003}} # [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|Declan Ballhause}} # [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness?{{Motivation and emotion/Book/High}} {{ME-By|NostradamusPredictedAllThis}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Kenziemacfarlane}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake?{{Motivation and emotion/Book/Low}} {{ME-By|HollyMapley}} # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|Neha Jose}} # [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|U3252909}} # [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|U3255111}} # [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|Ishana Kadel}} # [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|U3239991}} # [[/Cultural differences in grief/]] - How does culture vary impact grief? {{ME-By|U3256542}} # [[/Dark triad and empathy/]] - How is empathy experienced by people with dark triad traits? {{ME-By|Jay 2910}} # [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|U3228474}} # [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions?{{Motivation and emotion/Book/High}} {{ME-By|U3226616}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping?{{Motivation and emotion/Book/Low}} {{ME-By|U3255304}} # [[/Drug use as emotion regulation/]] - Why do people use drugs to cope with difficult emotions? {{ME-By|Keirra mead}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states?{{Motivation and emotion/Book/Low}} {{ME-By|Taylorbarham}} # [[/Emotional dependency in abusive relationships/]] - What psychological mechanisms drive emotional dependency and how does it perpetuate abuse? {{ME-By|U3253866}} # [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|LlewellaKY}} # [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|U3261432}} # [[/Exteroception and emotion/]] - What is the relationship between exteroception and emotional experience? {{ME-By|Dsanad|Dsanad}} # [[/Fear of failure and procrastination/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|KristinaZhideleva}} # [[/Fear of failure and procrastination 2/|Fear of failure causing procrastination]] - How does fear of failure reduce motivation and increase procrastination?{{Motivation and emotion/Book/Low}} {{ME-By|U3280622}} # [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion?{{Motivation and emotion/Book/High}} {{ME-By|U3258352}} # [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|U3237916}} # [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|Ronnie4725}} # [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood?{{Motivation and emotion/Book/High}} {{ME-By|Jaspershields}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes?{{Motivation and emotion/Book/Low}} {{ME-By|AliciaEdwards1212}} # [[/Maladaptive defence mechanisms and distress/]] - In what ways do maladaptive defences shape emotional regulation and behavioural responses when under pressure? {{ME-By|Nandhana18}} # [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|JansenMartinez}} # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness facilitate emotion regulation strategies?{{Motivation and emotion/Book/High}} {{ME-By|Elina.jean.r}} # [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviours? {{ME-By|ConnorIrlam}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed?{{Motivation and emotion/Book/Low}} {{ME-By|Ruby Mckeown}} # [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|U3261057}} # [[/Narrative therapy and emotion/]] - What is the role of emotion in narrative therapy? {{ME-By|Erin Laborvoid}} # [[/Negative affect and substance use relapse/]] - Why does negative affect increase the risk of relapse in substance-dependent individuals and how can this risk be minimised? {{ME-By|Kiara Viney}} # [[/Neurodivergence and trauma/]] - What are the impacts of trauma on neurodivergence and what can be done about it? {{ME-By|U3170918}} # [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|Sophiaspackman}} # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|U3259177}} # [[/Neuroscience of unexpected positive outcomes/]] - What is the neural response to unexpected positive outcomes? {{ME-By|Khanaklashkari}} # [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|Christelle112}} # [[/Pregnancy loss and emotion/]] - What are the emotional consequences of pregnancy loss for parents? {{ME-By|U3262917}} # [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|U3265189}} # [[/Rejection sensitivity/]] - What is rejection sensitivity and how does it impact behaviour and relationships? {{ME-By|U3250328}} # [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|Hcoad}} # [[/Self-medication hypothesis and emotion/]] - What does the self-medication hypothesis reveal about emotional regulation through drug use? {{ME-By|MaK3254141}} # [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|U3141523}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being?{{Motivation and emotion/Book/Low}} {{ME-By|Keetajj2}} # [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|K-U3005392}} # [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|U3261438}} # [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions?{{Motivation and emotion/Book/High}} {{ME-By|ElhamHaji}} # [[/Social media and emotional dysregulation/]] - How does social media use contribute to emotional dysregulation?{{Motivation and emotion/Book/Low}} {{ME-By|Maryam.sakieh}} # [[/Social media and happiness/]] - What is the relationship between social media use and happiness?{{Motivation and emotion/Book/High}} {{ME-By|Tenayagerhard}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being?{{Motivation and emotion/Book/High}} {{ME-By|U3214459}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience?{{Motivation and emotion/Book/Low}} {{ME-By|U3258176}} # [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|U3037334}} # [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it?{{Motivation and emotion/Book/High}} {{ME-By|Mickytubby}} # [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|SneKri}} # [[/Trauma and attachment development/]] - How does early trauma shape the formation of attachment styles? {{ME-By|SarahsDrew}} # [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|Katharina Pereira}} # [[/White noise and emotion/]] - How does white noise affect human emotion? {{ME-By|Samanthagrebert}} # [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|Yaympe}} # [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|U3258422}} ==Motivation and emotion== # [[/Alcohol, dopamine, motivation, and emotion/]] - What role does dopamine play in motivational and emotional responses to alcohol consumption? {{ME-By|Ameliarobinson7}} # [[/Dopamine fasting/]] - What is dopamine fasting and how does it affect motivation and emotion? {{ME-By|U32592542TBoardman}} # [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|Shahad ALKADAH}} # [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|Heba128}} # [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|Emmmurray}} [[Category:Motivation and emotion/Book/2025]] b2rezsfr37idezllurk0nw5nzzm1xfo 0 320155 2814573 2812339 2026-06-08T14:00:15Z Atcovi 276019 AI use is NOT minimal if it generates the intro & we have MULTIPLE editors complaining about it on the talk page. It's substantial enough that it warrants a template. 2814573 wikitext text/x-wiki {{AI-generated}} —Building our future [[File:Reformation_Workshop.png|thumb|We can [[Clear Thinking/Curriculum|think critically]], and act [[Finding Courage|courageously]] to create a [[Envisioning Our Future|better future]].]] == Welcome! == In a world facing profound challenges and rapid change, the need for thoughtful, purposeful reform has never been greater. This workshop is an invitation—to prepare yourself, to [[Clear Thinking/Curriculum|think critically]], and to act [[Finding Courage|courageously]] in pursuit of a better future.<ref>[[w:ChatGPT|ChatGPT]] generated this introductory text after being prompted with the recommendations that follow. </ref> [[Improving Social Systems#What do you want?|Reformation is difficult]]. It requires reflection, resilience, and responsibility. But it is also essential. Whether we are improving our personal habits or transforming entire systems, meaningful change begins with awareness and is sustained by intentional effort. The following recommendations are organized around key areas where reform is both urgently needed and deeply possible—from the ways we care for ourselves and others, to how we engage with information, belief, governance, money, and global challenges. This is not just about fixing what’s broken. It’s about envisioning and building something better. A future that works—for more people, with more [[wisdom]], and with greater integrity. We can progress from good intentions to effective action. Let’s begin. [https://www.academia.edu/165232648/Reformation_Workshop_Slides Slides based on this course] are available. == Prepare Yourself for Reformation == [[Improving Social Systems#What do you want?|Reformation is difficult]]. Take the following steps to prepare yourself for the journey. * [[Living Wisely/Take Care|Take care]] of yourself and others. [[Living Wisely|Live wisely]]. Begin by adopting these [[Wise Living Toolkit#Wise Practices|wise practices]]. * [[Envisioning Our Future|Envision a brighter future]]. ** Progress [[Envisioning Our Future/Toward Compassion|toward compassion]]. * Carefully consider the question "[[Exploring Existential Concerns/What Ought We Do?|What we ought do]]?" * [[A Journey to GameB#Pre GameB (PreB)|Get yourself ready]]. * Recognize that [[Improving Social Systems|improving social systems]] is difficult and essential. ** This requires engaging others and [[Improving Social Systems#Building Support|building support]] for carrying out the improvement, among other essential work. ** Prepare to [[Improving Social Systems|improve social systems]]. ** [[Sustaining Agency|Sustain your agency]] throughout the transformations. == Reform Information Systems == We form our beliefs based on what we think we know. It is essential that we align our knowledge base with reality. * [[Intellectual honesty|Expect intellectual honesty]]. * [[Fostering Curiosity#Learning at the Speed of Thought|Improve learning systems]]. ** Recognize that the future of education is learning.<ref>{{Cite web|url=https://lelandbeaumont.substack.com/p/the-future-of-education-is-learning|title=The future of education is learning|last=Beaumont|first=Leland|date=2022-10-19|website=Seeking Real Good|access-date=2025-03-29}}</ref> * [[Navigating Information Landscapes|Navigate the information landscape]] skillfully. * [[Evaluating Information|Evaluate information wisely]]. ** [[Seeking True Beliefs|Seek true beliefs]] ** [[Finding Common Ground/Every Ism Creates a Schism|Escape ideologies]] and [[Doing Philosophy|think for yourself]]. ** [[Evaluating Journalism Standards|Evaluate journalism standards]]. ** [[Navigating Social Proof|Navigate social proof skillfully]]. ** Use your [[Influence and Persuasion|influence and persuasion]] wisely and skillfully. * [[Understanding Misbelief|Avoid misbeliefs]]. * [[The Idea Incubator/Reforming Social Media Platforms|Reform social media platforms]]. * [[Finding Common Ground|Find common ground]]. == Reform Belief Systems == Because our [[Forming beliefs|beliefs]] shape our actions, and our actions are [[Global Perspective#Interdependence|interdependent]], he have an obligation—to ourselves and others—to [[Seeking True Beliefs|seek true beliefs]]. * [[Seeking True Beliefs|Seek true beliefs]]. ** [[Seeking True Beliefs/Hold Well-Chosen Beliefs Firmly but Not Rigidly|Hold well-chosen beliefs firmly but not rigidly]]. * Align your [[Exploring Worldviews/Aligning worldviews|worldview with reality]]. * Adopt well chosen [[Moral Reasoning|moral reasoning]]. * Practice a [[Real Good Religion]]. == Reform Governance Systems == Because [[Global Perspective#Interdependence|we live together]], we must govern together. * [[Coming Together|Come together]]. * Recognize [[Evolving Governments/Good Government|good government]]. ** Advocate for good government. ** [[Assessing Human Rights/Beyond Olympic Gold|Advance human rights worldwide]]. * [[Evolving Governments|Evolve Governments]]. * [[Untangling Multipolar Traps|Untangle Multipolar Traps]] == Reform Monetary Systems == Because money is the [[Wisdom Research/Pinnacles|lynchpin]] of many of our institutions and actions, we must [[Evolving Money|reform our financial systems]] to serve human flourishing—not the other way around. * Learn to [[Limits To Growth/Coping with Abundance|cope with abundance]] and share the productivity dividend.<ref>{{Cite web|url=https://lelandbeaumont.substack.com/p/who-owns-the-productivity-dividend|title=Who owns the Productivity dividend?|last=Beaumont|first=Leland|date=2023-05-02|website=Seeking Real Good|access-date=2025-03-29}}</ref> * Respect [[Limits To Growth|limits to growth]]. * Eliminate [[Living Wisely/Economic Faults|economic faults]]. * Ensure sufficiency<ref>{{cite book|title=On Inequality|last=Frankfurt  |first=Harry G.|date=September 29, 2015|publisher=Princeton University Press|isbn=978-0691167145|pages=120|authorlink=w:Harry_Frankfurt}}</ref> for the most vulnerable.<ref>{{Cite web|url=https://lelandbeaumont.substack.com/p/find-work-or-starve-8fa99a4551be|title=Find Work or Starve|last=Beaumont|first=Leland|date=2021-01-13|website=Seeking Real Good|access-date=2025-04-10}}</ref> * Fulfill our [[w:What_We_Owe_the_Future|obligations to future generations]]. * Understand [[Macroeconomics/Quick Reference|macroeconomics]]. * [[Evolving Money|Evolve money]]. == Address Grand Challenges == The world faces many [[grand challenges]]. Improvements are required locally in the short term and [[Global Perspective|globally]] in the long term. * [[Doing Good|Do good]] in the short term while [[Improving Social Systems|undertaking structural reformations]] for long term systemic impact. * Work locally while continuing to [[Global Perspective|think globally]]. ** Value [[Global Perspective#Interdependence|interdependence]]. * [[Assessing Human Rights/Beyond Olympic Gold|Advance human rights worldwide]]. * Address the [[grand challenges]]. == Practice Intentional Evolution == Help us [[Intentional Evolution|evolve toward]] the [[Level 5 Research Center|next big thing]]. [[Living Wisely/Seeking Real Good|Seek real good]]! == We can do this == Although this is likely to be a difficult very long-term project, it is definitely achievable because it requires improving only our [[Exploring Social Constructs|social constructs]]. Let’s keep going. == References == [[Category:Living Wisely]] [[Category:Futurology]] [[Category:Peace studies]] {{CourseCat}} o1datlf77ib0seig5ma0njmx8ctuq0m 2 321263 2814650 2712570 2026-06-08T16:31:36Z Atcovi 276019 spilling references 2814650 wikitext text/x-wiki == Requirements == # APA 7 format # Include hanging indentions # 2-4 sentences, summarizing the work and its major takeaways # How is the material useful? # 6-8 entries == References == # https://kidsthrive.wv.gov/DOJ/Documents/Addendum%20to%20January%202024%20Quality%20and%20Outcomes%20Report_4_30_2024.pdf (West Virginia) {{Done}} # https://nwi.pdx.edu/member-spotlight/california-wraparound/ (CA Wraparound) {{Done}} # https://nyssoc.com/wp-content/uploads/2024/07/NYS-SOC-Year-2-Report-2018-Final.pdf (New York) {{Done}} # https://depts.washington.edu/wrapeval/sites/default/files/DART%20ppt%20Presentation.pdf (DART Presentation) {{Done}} # https://els2.comotion.uw.edu/product/document-assessment-and-review-tool-dart (DART history) {{Done}} # https://nwi.pdx.edu/new-results-from-document-assessment-and-review-tool-dart-further-demonstrate-importance-of-wraparound-fidelity/ (2024 findings by Dr. Bruns) {{Done}} # https://depts.washington.edu/wrapeval/sites/default/files/training_materials/DART%20Manual_Final%20June%202018.pdf {{Done}} ''Bruns, E. (n.d.). Supporting Wraparound Implementation: Chapter 5e.1 Measuring Wraparound Fidelity. <nowiki>http://depts.washington.edu/wrapeval/sites/default/files/Bruns-5e.1-(measuring-fidelity).pdf</nowiki>          '' ''Who we are''. UW Medicine. (n.d.). <nowiki>https://psychiatry.uw.edu/profile/eric-bruns/</nowiki> ''Dart powerpoint presentation''. DART PowerPoint Presentation | Wraparound Evaluation and Research Team. (2020, February 5). <nowiki>https://depts.washington.edu/wrapeval/content/dart-powerpoint-presentation</nowiki> ''Quality assurance and Fidelity Monitoring Tools''. Quality Assurance and Fidelity Monitoring Tools | Wraparound Evaluation and      Research Team. (n.d.). <nowiki>https://depts.washington.edu/wrapeval/content/quality-assurance-and-fidelity-monitoring-tools</nowiki> LinkedIn. (n.d.). Philip H. Benjamin. <nowiki>https://www.linkedin.com/in/philip-benjamin-a987976a</nowiki> Bruns, E. (2024, December 15). New Results from Document Assessment and Review Tool (DART) Further Demonstrate Importance of Wraparound Fidelity. ''National Wraparound Initiative''. April 14, 2025, <nowiki>https://nwi.pdx.edu/new-results-from-document-assessment-and-review-tool-dart-further-demonstrate-importance-of-wraparound-fidelity/</nowiki> Hunt, L. (2024, April 30). ''Quality and Outcomes Report – Addendum April 2024 (Supplemental to January 2024 Edition)''. Kids Thrive, West Virginia. <nowiki>https://kidsthrive.wv.gov/DOJ/Documents/FInal</nowiki> March 2024 SME Report.pdf University of Washington. (n.d.). ''Wraparound fidelity index – short form, version EZ (WFI-EZ) (WERT)''. Wraparound Fidelity Index – Short Form, Version EZ (WFI-EZ) (WERT) . <nowiki>https://els2.comotion.uw.edu/product/wraparound-fidelity-index--short-form-version-ez-wfi-ez</nowiki> [[Category:Atcovi's Work]] qgcbm0zvlejs2st90g580ycwtnzel7j 2814651 2814650 2026-06-08T16:31:53Z Atcovi 276019 project box(es) 2814651 wikitext text/x-wiki {{bibliography}} == Requirements == # APA 7 format # Include hanging indentions # 2-4 sentences, summarizing the work and its major takeaways # How is the material useful? # 6-8 entries == References == # https://kidsthrive.wv.gov/DOJ/Documents/Addendum%20to%20January%202024%20Quality%20and%20Outcomes%20Report_4_30_2024.pdf (West Virginia) {{Done}} # https://nwi.pdx.edu/member-spotlight/california-wraparound/ (CA Wraparound) {{Done}} # https://nyssoc.com/wp-content/uploads/2024/07/NYS-SOC-Year-2-Report-2018-Final.pdf (New York) {{Done}} # https://depts.washington.edu/wrapeval/sites/default/files/DART%20ppt%20Presentation.pdf (DART Presentation) {{Done}} # https://els2.comotion.uw.edu/product/document-assessment-and-review-tool-dart (DART history) {{Done}} # https://nwi.pdx.edu/new-results-from-document-assessment-and-review-tool-dart-further-demonstrate-importance-of-wraparound-fidelity/ (2024 findings by Dr. Bruns) {{Done}} # https://depts.washington.edu/wrapeval/sites/default/files/training_materials/DART%20Manual_Final%20June%202018.pdf {{Done}} ''Bruns, E. (n.d.). Supporting Wraparound Implementation: Chapter 5e.1 Measuring Wraparound Fidelity. <nowiki>http://depts.washington.edu/wrapeval/sites/default/files/Bruns-5e.1-(measuring-fidelity).pdf</nowiki>          '' ''Who we are''. UW Medicine. (n.d.). <nowiki>https://psychiatry.uw.edu/profile/eric-bruns/</nowiki> ''Dart powerpoint presentation''. DART PowerPoint Presentation | Wraparound Evaluation and Research Team. (2020, February 5). <nowiki>https://depts.washington.edu/wrapeval/content/dart-powerpoint-presentation</nowiki> ''Quality assurance and Fidelity Monitoring Tools''. Quality Assurance and Fidelity Monitoring Tools | Wraparound Evaluation and      Research Team. (n.d.). <nowiki>https://depts.washington.edu/wrapeval/content/quality-assurance-and-fidelity-monitoring-tools</nowiki> LinkedIn. (n.d.). Philip H. Benjamin. <nowiki>https://www.linkedin.com/in/philip-benjamin-a987976a</nowiki> Bruns, E. (2024, December 15). New Results from Document Assessment and Review Tool (DART) Further Demonstrate Importance of Wraparound Fidelity. ''National Wraparound Initiative''. April 14, 2025, <nowiki>https://nwi.pdx.edu/new-results-from-document-assessment-and-review-tool-dart-further-demonstrate-importance-of-wraparound-fidelity/</nowiki> Hunt, L. (2024, April 30). ''Quality and Outcomes Report – Addendum April 2024 (Supplemental to January 2024 Edition)''. Kids Thrive, West Virginia. <nowiki>https://kidsthrive.wv.gov/DOJ/Documents/FInal</nowiki> March 2024 SME Report.pdf University of Washington. (n.d.). ''Wraparound fidelity index – short form, version EZ (WFI-EZ) (WERT)''. Wraparound Fidelity Index – Short Form, Version EZ (WFI-EZ) (WERT) . <nowiki>https://els2.comotion.uw.edu/product/wraparound-fidelity-index--short-form-version-ez-wfi-ez</nowiki> [[Category:Atcovi's Work]] ml4b3ri4qu6tk98blbxuv12uzvnxfv7 0 322040 2814553 2812042 2026-06-08T13:05:24Z Unitfreak 695864 /* */ 2814553 wikitext text/x-wiki {| class=table style="width:100%;" |- | {{Original research}} | [https://physwiki.eeyabo.net/index.php/Main_Page <small>Development <br/>Area</small>] |} [[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> There have been over 655,360 realized Bully timestamps (8209 27F9 0000 ... present) during the more than 65 years of modern atomic time keeping (1958 AD ... present). Given the availability of atomic clocks, it is anticipated that Bully timestamps will continue to be realized with great regularity for the foreseeable future. Each Bully timestamp should be considered "realized" after it occurs and is measured using precise clocks with an accuracy of <math>{10}^{-10}</math> or better. === Leap Seconds (1972 - Present) === The below table (derived from the Wikipedia "Leap Second" article), lists all leap second insertions that have occurred since the introduction of leap seconds in 1972. For each leap second insertion, the below table lists the preceding Bully timestamp (that had been "realized" immediately prior to the leap second insertion), and the subsequent Bully timestamp (that was "realized" immediately after the leap second insertion). A few details are worth noting in the table. The TAI and UTC already differed by 10 seconds at the beginning of 1972 due to rubber seconds ([https://en.m.wikiversity.org/wiki/Bully_Metric_Realized_Timestamps#Rubber_Seconds_(1958_-_1971) see discussion below]), so when Bully Timestamp 8209 27FB E7FB was realized, the TAI time was 1972-06-30 23:34:45 TAI, whereas UTC time was 1972-06-30 23:34:35 UTC. An additional 27 leap seconds have been inserted into UTC during the fifty year period between 1972 and 2022, making a total of 37 leap seconds difference, so when Bully Timestamp 8209 2802 EBC0 was realized, the TAI time was 2017-01-01 00:32:00 TAI, whereas UTC time was 2017-01-01 00:31:23 UTC. You will also note that Bully timestamps are realized during TAI times with a seconds value ending in five or zero. The Bully timestamp and TAI both measure elapsed time as determined by atomic clocks, so these systems will always have this simple relationship. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Announced leap seconds to date |- ! Year !! 30 Jun !! 31 Dec !! Bully Timestamp !! International Atomic Time (TAI) !! Coordinated Universal Time (UTC) |- ! 1972 |bgcolor="lime"| +1 ||bgcolor="lime"| +1 || 8209 27FB E7FB <br /> 8209 27FB E7FC <br /> 8209 27FB FC4F <br /> 8209 27FB FC50 || 1972-06-30 23:34:45 TAI <br /> 1972-07-01 00:25:40 TAI <br /> 1972-12-31 23:45:05 TAI <br /> 1973-01-01 00:36:00 TAI || 1972-06-30 23:34:35 UTC <br /> 1972-07-01 00:25:29 UTC <br /> 1972-12-31 23:44:54 UTC <br /> 1973-01-01 00:35:48 UTC |- ! 1973 | 0 ||bgcolor="lime"| +1 || 8209 27FC 24A2 <br /> 8209 27FC 24A3 || 1973-12-31 23:57:50 TAI <br /> 1974-01-01 00:48:45 TAI || 1973-12-31 23:57:38 UTC <br /> 1974-01-01 00:48:32 UTC |- ! 1974 | 0 ||bgcolor="lime"| +1 || 8209 27FC 4CF4 <br /> 8209 27FC 4CF5 || 1974-12-31 23:19:40 TAI <br /> 1975-01-01 00:10:35 TAI || 1974-12-31 23:19:27 UTC <br /> 1975-01-01 00:10:21 UTC |- ! 1975 | 0 ||bgcolor="lime"| +1 || 8209 27FC 7547 <br /> 8209 27FC 7548 || 1975-12-31 23:32:25 TAI <br /> 1976-01-01 00:23:20 TAI || 1975-12-31 23:32:11 UTC <br /> 1976-01-01 00:23:05 UTC |- ! 1976 | 0 ||bgcolor="lime"| +1 || 8209 27FC 9DB6 <br /> 8209 27FC 9DB7 || 1976-12-31 23:30:50 TAI <br /> 1977-01-01 00:21:45 TAI || 1976-12-31 23:30:35 UTC <br /> 1977-01-01 00:21:29 UTC |- ! 1977 | 0 ||bgcolor="lime"| +1 || 8209 27FC C609 <br /> 8209 27FC C60A || 1977-12-31 23:43:35 TAI <br /> 1978-01-01 00:34:30 TAI || 1977-12-31 23:43:19 UTC <br /> 1978-01-01 00:34:13 UTC |- ! 1978 | 0 ||bgcolor="lime"| +1 || 8209 27FC EE5C <br /> 8209 27FC EE5D || 1978-12-31 23:56:20 TAI <br /> 1979-01-01 00:47:15 TAI || 1978-12-31 23:56:03 UTC <br /> 1979-01-01 00:46:57 UTC |- ! 1979 | 0 ||bgcolor="lime"| +1 || 8209 27FD 16AE <br /> 8209 27FD 16AF || 1979-12-31 23:18:10 TAI <br /> 1980-01-01 00:09:05 TAI || 1979-12-31 23:17:52 UTC <br /> 1980-01-01 00:08:46 UTC |- ! 1981 |bgcolor="lime"| +1 || 0 || 8209 27FD 531C <br /> 8209 27FD 531D || 1981-06-30 23:19:00 TAI <br /> 1981-07-01 00:09:55 TAI || 1981-06-30 23:18:41 UTC <br /> 1981-07-01 00:09:35 UTC |- ! 1982 |bgcolor="lime"| +1 || 0 || 8209 27FD 7B6F <br /> 8209 27FD 7B70 || 1982-06-30 23:31:45 TAI <br /> 1982-07-01 00:22:40 TAI || 1982-06-30 23:31:25 UTC <br /> 1982-07-01 00:22:19 UTC |- ! 1983 |bgcolor="lime"| +1 || 0 || 8209 27FD A3C2 <br /> 8209 27FD A3C3 || 1983-06-30 23:44:30 TAI <br /> 1983-07-01 00:35:25 TAI || 1983-06-30 23:44:09 UTC <br /> 1983-07-01 00:35:03 UTC |- ! 1985 |bgcolor="lime"| +1 || 0 || 8209 27FD F484 <br /> 8209 27FD F485 || 1985-06-30 23:55:40 TAI <br /> 1985-07-01 00:46:35 TAI || 1985-06-30 23:55:18 UTC <br /> 1985-07-01 00:46:12 UTC |- ! 1987 | 0 ||bgcolor="lime"| +1 || 8209 27FE 597D <br /> 8209 27FE 597E || 1987-12-31 23:40:35 TAI <br /> 1988-01-01 00:31:30 TAI || 1987-12-31 23:40:12 UTC <br /> 1988-01-01 00:31:06 UTC |- ! 1989 | 0 ||bgcolor="lime"| +1 || 8209 27FE AA3F <br /> 8209 27FE AA40 || 1989-12-31 23:51:45 TAI <br /> 1990-01-01 00:42:40 TAI || 1989-12-31 23:51:21 UTC <br /> 1990-01-01 00:42:15 UTC |- ! 1990 | 0 ||bgcolor="lime"| +1 || 8209 27FE D291 <br /> 8209 27FE D292 || 1990-12-31 23:13:35 TAI <br /> 1991-01-01 00:04:30 TAI || 1990-12-31 23:13:10 UTC <br /> 1991-01-01 00:04:04 UTC |- ! 1992 |bgcolor="lime"| +1 || 0 || 8209 27FF 0EFF <br /> 8209 27FF 0F00 || 1992-06-30 23:14:25 TAI <br /> 1992-07-01 00:05:20 TAI || 1992-06-30 23:13:59 UTC <br /> 1992-07-01 00:04:53 UTC |- ! 1993 |bgcolor="lime"| +1 || 0 || 8209 27FF 3752 <br /> 8209 27FF 3753 || 1993-06-30 23:27:10 TAI <br /> 1993-07-01 00:18:05 TAI || 1993-06-30 23:26:43 UTC <br /> 1993-07-01 00:17:37 UTC |- ! 1994 |bgcolor="lime"| +1 || 0 || 8209 27FF 5FA5 <br /> 8209 27FF 5FA6 || 1994-06-30 23:39:55 TAI <br /> 1994-07-01 00:30:50 TAI || 1994-06-30 23:39:27 UTC <br /> 1994-07-01 00:30:21 UTC |- ! 1995 | 0 ||bgcolor="lime"| +1 || 8209 27FF 9C4B <br /> 8209 27FF 9C4C || 1995-12-31 23:12:05 TAI <br /> 1996-01-01 00:03:00 TAI || 1995-12-31 23:11:36 UTC <br /> 1996-01-01 00:02:30 UTC |- ! 1997 |bgcolor="lime"| +1 || 0 || 8209 27FF D8B9 <br /> 8209 27FF D8BA || 1997-06-30 23:12:55 TAI <br /> 1997-07-01 00:03:50 TAI || 1997-06-30 23:12:25 UTC <br /> 1997-07-01 00:03:19 UTC |- ! 1998 | 0 ||bgcolor="lime"| +1 || 8209 2800 1560 <br /> 8209 2800 1561 || 1998-12-31 23:36:00 TAI <br /> 1999-01-01 00:26:55 TAI || 1998-12-31 23:35:29 UTC <br /> 1999-01-01 00:26:23 UTC |- ! 2005 | 0 ||bgcolor="lime"| +1 || 8209 2801 2FDC <br /> 8209 2801 2FDD || 2005-12-31 23:45:40 TAI <br /> 2006-01-01 00:36:35 TAI || 2005-12-31 23:45:08 UTC <br /> 2006-01-01 00:36:02 UTC |- ! 2008 | 0 ||bgcolor="lime"| +1 || 8209 2801 A8F0 <br /> 8209 2801 A8F1 || 2008-12-31 23:18:40 TAI <br /> 2009-01-01 00:09:35 TAI || 2008-12-31 23:18:07 UTC <br /> 2009-01-01 00:09:01 UTC |- ! 2012 |bgcolor="lime"| +1 || 0 || 8209 2802 3604 <br /> 8209 2802 3605 || 2012-06-30 23:45:00 TAI <br /> 2012-07-01 00:35:55 TAI || 2012-06-30 23:44:26 UTC <br /> 2012-07-01 00:35:20 UTC |- ! 2015 |bgcolor="lime"| +1 || 0 || 8209 2802 AEFC <br /> 8209 2802 AEFD || 2015-06-30 23:32:20 TAI <br /> 2015-07-01 00:23:15 TAI || 2015-06-30 23:31:45 UTC <br /> 2015-07-01 00:22:39 UTC |- ! 2016 | 0 ||bgcolor="lime"| +1 || 8209 2802 EBBF <br /> 8209 2802 EBC0 || 2016-12-31 23:41:05 TAI <br /> 2017-01-01 00:32:00 TAI || 2016-12-31 23:40:29 UTC <br /> 2017-01-01 00:31:23 UTC |} === Rubber Seconds (1958 - 1971) === [[File:Bully Timestamps in relation to rubber seconds.png|frame|center|text-bottom|Figure 2: Rubber Seconds]] Prior to 1972, the rate of UTC atomic clocks was offset from a pure atomic time scale by the BIH to remain synchronized with UT2, a practice known as the "rubber second" (see figure 2). The rate of UTC was decided at the start of each year. Alongside this shift in rate, an occasional 0.1&nbsp;s step (0.05&nbsp;s before 1963) was also implemented as needed. As shown in figure 2, for 1958-1961, the offset rate was −150 parts per 10{{sup|10}} (or 0.47 seconds per year). This stretching of UTC "rubber seconds" meant that fewer of them would occur during a Bully Timestamp. For example, during the 1958-1961 time period, each Bully timestamp was realized after exactly 3055 seconds TAI, which corresponded to 3054.999955264 seconds UTC. For 1962–63 the offset rate was set to −130 parts per 10{{sup|10}} (or 0.41 seconds per year, or 3054.999960285 seconds UTC per Bully timestamp), and then for 1964–65 the offset rate was returned to −150 parts per 10{{sup|10}}. The UTC rate of −150 parts per 10{{sup|10}} turned out to be notably inadequate during the 1964-1965 time period, and multiple 0.1&nbsp;s steps were needed (see figure 2). Beginning in 1966, the offset rate was set to −300 parts per 10{{sup|10}} (or 0.94 seconds per year, or 3054.99990835 seconds UTC per Bully timestamp), and this continued until the inauguration of Leap Seconds in 1972. At the beginning of 1958, the TAI and UTC clocks were in sync, with 1958-01-01 00:00:00.000 TAI occurring at the same time as 1958-01-01 00:00:00.000 UTC. By the end of 1972, the UTC clock had been adjusted (using rubber seconds and time steps) by ten leap seconds, so that 1972-01-01 00:00:10.003 TAI occurred at the same time as 1972-01-01 00:00:00.003 UTC. The following table illustrates the slow accumulation of leap seconds prior to 1972, resulting in this ten second difference. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Rubber Seconds and Accumulative (TAI - UTC) Time Delta |- ! Approximate Bully Timestamp <br /> Approximate International Atomic Time (TAI) <br /> Coordinated Universal Time (UTC) !! (ΔTAI - ΔUTC) !! Accumulative <br /> Difference |- ! 8209 27F9 9F04 (+2820.0 sec) . . . 8209 27F9 EFAA (+1290.9 sec) <br /> 1958-01-01 00:00:00.000 TAI . . . 1960-01-01 00:00:00.943 TAI <br /> 1958-01-01 00:00:00.002 UTC . . . 1960-01-01 00:00:00.000 UTC | 0.943 sec || 0.943 sec |- ! 8209 27F9 EFAA (+1290.9 sec) . . . 8209 27FA 1819 (+1386.4 sec) <br /> 1960-01-01 00:00:00.944 TAI . . . 1961-01-01 00:00:01.418 TAI <br /> 1960-01-01 00:00:00.000 UTC . . . 1961-01-01 00:00:00.000 UTC | 0.474 sec || 1.418 sec |- ! 8209 27FA 1819 (+1386.4 sec) <br /> 1961-01-01 00:00:01.418 TAI . . . 1961-01-01 00:00:01.423 TAI <br /> 1961-01-01 00:00:00.000 UTC | 0.005 sec || 1.423 sec |- ! 8209 27FA 1819 (+1386.4 sec) . . . 8209 27FA 2F85 (+406.6 sec) <br /> 1961-01-01 00:00:01.423 TAI . . . 1961-08-01 00:00:01.698 TAI <br /> 1961-01-01 00:00:00.000 UTC . . . 1961-08-01 00:00:00.000 UTC | 0.275 sec || 1.698 sec |- ! 8209 27FA 2F85 (+406.6 sec) <br /> 1961-08-01 00:00:01.698 TAI . . . 1961-08-01 00:00:01.648 TAI <br /> 1961-08-01 00:00:00.000 UTC | -0.050 sec || 1.648 sec |- ! 8209 27FA 2F85 (+406.6 sec) . . . 8209 27FA 406C (+621.8 sec) <br /> 1961-08-01 00:00:01.648 TAI . . . 1962-01-01 00:00:01.846 TAI <br /> 1961-08-01 00:00:00.000 UTC . . . 1962-01-01 00:00:00.000 UTC | 0.198 sec || 1.846 sec |- ! 8209 27FA 406C (+621.8 sec) . . . 8209 27FA 8A54 (+1622.5 sec) <br /> 1962-01-01 00:00:01.846 TAI . . . 1963-11-01 00:00:02.597 TAI <br /> 1962-01-01 00:00:00.000 UTC . . . 1963-11-01 00:00:00.000 UTC | 0.751 sec || 2.597 sec |- ! 8209 27FA 8A54 (+1622.6 sec) <br /> 1963-11-01 00:00:02.597 TAI . . . 1963-11-01 00:00:02.697 TAI <br /> 1963-11-01 00:00:00.000 UTC | 0.100 sec || 2.697 sec |- ! 8209 27FA 8A54 (+1622.6 sec) . . . 8209 27FA 9111 (+2147.7 sec) <br /> 1963-11-01 00:00:02.697 TAI . . . 1964-01-01 00:00:02.766 TAI <br /> 1963-11-01 00:00:00.000 UTC . . . 1964-01-01 00:00:00.000 UTC | 0.069 sec || 2.766 sec |- ! 8209 27FA 9111 (+2147.7 sec) . . . 8209 27FA 9B1F (+977.8 sec) <br /> 1964-01-01 00:00:02.766 TAI . . . 1964-04-01 00:00:02.884 TAI <br /> 1964-01-01 00:00:00.000 UTC . . . 1964-04-01 00:00:00.000 UTC | 0.118 sec || 2.884 sec |- ! 8209 27FA 9B1F (+977.9 sec) <br /> 1964-04-01 00:00:02.884 TAI . . . 1964-04-01 00:00:02.984 TAI <br /> 1964-04-01 00:00:00.000 UTC | 0.100 sec || 2.984 sec |- ! 8209 27FA 9B1F (+977.9 sec) . . . 8209 27FA AC06 (+1193.1 sec) <br /> 1964-04-01 00:00:02.984 TAI . . . 1964-09-01 00:00:03.182 TAI <br /> 1964-04-01 00:00:00.000 UTC . . . 1964-09-01 00:00:00.000 UTC | 0.198 sec || 3.182 sec |- ! 8209 27FA AC06 (+1193.2 sec) <br /> 1964-09-01 00:00:03.182 TAI . . . 1964-09-01 00:00:03.282 TAI <br /> 1964-09-01 00:00:00.000 UTC | 0.100 sec || 3.282 sec |- ! 8209 27FA AC06 (+1193.2 sec) . . . 8209 27FA B980 (+2243.4 sec) <br /> 1964-09-01 00:00:03.282 TAI . . . 1965-01-01 00:00:03.440 TAI <br /> 1964-09-01 00:00:00.000 UTC . . . 1965-01-01 00:00:00.000 UTC | 0.158 sec || 3.440 sec |- ! 8209 27FA B980 (+2243.5 sec) <br /> 1965-01-01 00:00:03.440 TAI . . . 1965-01-01 00:00:03.540 TAI <br /> 1965-01-01 00:00:00.000 UTC | 0.100 sec || 3.540 sec |- ! 8209 27FA B980 (+2243.5 sec) . . . 8209 27FA C005 (+1048.6 sec) <br /> 1965-01-01 00:00:03.540 TAI . . . 1965-03-01 00:00:03.617 TAI <br /> 1965-01-01 00:00:00.000 UTC . . . 1965-03-01 00:00:00.000 UTC | 0.076 sec || 3.617 sec |- ! 8209 27FA C005 (+1048.7 sec) <br /> 1965-03-01 00:00:03.617 TAI . . . 1965-03-01 00:00:03.717 TAI <br /> 1965-03-01 00:00:00.000 UTC | 0.100 sec || 3.717 sec |- ! 8209 27FA C005 (+1048.7 sec) . . . 8209 27FA CD7F (+2098.8 sec) <br /> 1965-03-01 00:00:03.717 TAI . . . 1965-07-01 00:00:03.875 TAI <br /> 1965-03-01 00:00:00.000 UTC . . . 1965-07-01 00:00:00.000 UTC | 0.158 sec || 3.875 sec |- ! 8209 27FA CD7F (+2098.9 sec) <br /> 1965-07-01 00:00:03.875 TAI . . . 1965-07-01 00:00:03.975 TAI <br /> 1965-07-01 00:00:00.000 UTC | 0.100 sec || 3.975 sec |- ! 8209 27FA CD7F (+2098.9 sec) . . . 8209 27FA D459 (+429.0 sec) <br /> 1965-07-01 00:00:03.975 TAI . . . 1965-09-01 00:00:04.055 TAI <br /> 1965-07-01 00:00:00.000 UTC . . . 1965-09-01 00:00:00.000 UTC | 0.080 sec || 4.055 sec |- ! 8209 27FA D459 (+429.1 sec) <br /> 1965-09-01 00:00:04.055 TAI . . . 1965-09-01 00:00:04.155 TAI <br /> 1965-09-01 00:00:00.000 UTC | 0.100 sec || 4.155 sec |- ! 8209 27FA D459 (+429.1 sec) . . . 8209 27FA E1D3 (+1479.3 sec) <br /> 1965-09-01 00:00:04.155 TAI . . . 1966-01-01 00:00:04.313 TAI <br /> 1965-09-01 00:00:00.000 UTC . . . 1966-01-01 00:00:00.000 UTC | 0.158 sec || 4.313 sec |- ! 8209 27FA E1D3 (+1479.3 sec) . . . 8209 27FB 35E5 (+2171.2 sec) <br /> 1966-01-01 00:00:04.313 TAI . . . 1968-02-01 00:00:06.286 TAI <br /> 1966-01-01 00:00:00.000 UTC . . . 1968-02-01 00:00:00.000 UTC | 1.973 sec || 6.286 sec |- ! 8209 27FB 35E5 (+2171.1 sec) <br /> 1968-02-01 00:00:06.286 TAI . . . 1968-02-01 00:00:06.186 TAI <br /> 1968-02-01 00:00:00.000 UTC | -0.100 sec || 6.186 sec |- ! 8209 27FB 35E5 (+2171.1 sec) . . . 8209 27FB D3E0 (+809.9 sec) <br /> 1968-02-01 00:00:06.186 TAI . . . 1972-01-01 00:00:09.891 TAI <br /> 1968-02-01 00:00:00.000 UTC . . . 1971-12-31 23:59:59.999 UTC | 3.707 sec || 9.892 sec |- ! 8209 27FB D3E0 (+809.9 sec) <br /> 1972-01-01 00:00:09.891 TAI . . . 1972-01-01 00:00:09.999 TAI <br /> 1971-12-31 23:59:59.999 UTC | 0.109 sec || 10.000 sec |} shxrw7d0mwfgyscletunejq44tcerbf 2814554 2814553 2026-06-08T13:06:13Z Unitfreak 695864 /* */ 2814554 wikitext text/x-wiki {| class=table style="width:100%;" |- | {{Original research}} | [https://physwiki.eeyabo.net/index.php/Main_Page <small>Development <br/>Area</small>] |} [[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> There have been over 655,360 realized Bully timestamps during the more than 65 years of modern atomic time keeping (1958 AD ... present). Given the availability of atomic clocks, it is anticipated that Bully timestamps will continue to be realized with great regularity for the foreseeable future. Each Bully timestamp should be considered "realized" after it occurs and is measured using precise clocks with an accuracy of <math>{10}^{-10}</math> or better. === Leap Seconds (1972 - Present) === The below table (derived from the Wikipedia "Leap Second" article), lists all leap second insertions that have occurred since the introduction of leap seconds in 1972. For each leap second insertion, the below table lists the preceding Bully timestamp (that had been "realized" immediately prior to the leap second insertion), and the subsequent Bully timestamp (that was "realized" immediately after the leap second insertion). A few details are worth noting in the table. The TAI and UTC already differed by 10 seconds at the beginning of 1972 due to rubber seconds ([https://en.m.wikiversity.org/wiki/Bully_Metric_Realized_Timestamps#Rubber_Seconds_(1958_-_1971) see discussion below]), so when Bully Timestamp 8209 27FB E7FB was realized, the TAI time was 1972-06-30 23:34:45 TAI, whereas UTC time was 1972-06-30 23:34:35 UTC. An additional 27 leap seconds have been inserted into UTC during the fifty year period between 1972 and 2022, making a total of 37 leap seconds difference, so when Bully Timestamp 8209 2802 EBC0 was realized, the TAI time was 2017-01-01 00:32:00 TAI, whereas UTC time was 2017-01-01 00:31:23 UTC. You will also note that Bully timestamps are realized during TAI times with a seconds value ending in five or zero. The Bully timestamp and TAI both measure elapsed time as determined by atomic clocks, so these systems will always have this simple relationship. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Announced leap seconds to date |- ! Year !! 30 Jun !! 31 Dec !! Bully Timestamp !! International Atomic Time (TAI) !! Coordinated Universal Time (UTC) |- ! 1972 |bgcolor="lime"| +1 ||bgcolor="lime"| +1 || 8209 27FB E7FB <br /> 8209 27FB E7FC <br /> 8209 27FB FC4F <br /> 8209 27FB FC50 || 1972-06-30 23:34:45 TAI <br /> 1972-07-01 00:25:40 TAI <br /> 1972-12-31 23:45:05 TAI <br /> 1973-01-01 00:36:00 TAI || 1972-06-30 23:34:35 UTC <br /> 1972-07-01 00:25:29 UTC <br /> 1972-12-31 23:44:54 UTC <br /> 1973-01-01 00:35:48 UTC |- ! 1973 | 0 ||bgcolor="lime"| +1 || 8209 27FC 24A2 <br /> 8209 27FC 24A3 || 1973-12-31 23:57:50 TAI <br /> 1974-01-01 00:48:45 TAI || 1973-12-31 23:57:38 UTC <br /> 1974-01-01 00:48:32 UTC |- ! 1974 | 0 ||bgcolor="lime"| +1 || 8209 27FC 4CF4 <br /> 8209 27FC 4CF5 || 1974-12-31 23:19:40 TAI <br /> 1975-01-01 00:10:35 TAI || 1974-12-31 23:19:27 UTC <br /> 1975-01-01 00:10:21 UTC |- ! 1975 | 0 ||bgcolor="lime"| +1 || 8209 27FC 7547 <br /> 8209 27FC 7548 || 1975-12-31 23:32:25 TAI <br /> 1976-01-01 00:23:20 TAI || 1975-12-31 23:32:11 UTC <br /> 1976-01-01 00:23:05 UTC |- ! 1976 | 0 ||bgcolor="lime"| +1 || 8209 27FC 9DB6 <br /> 8209 27FC 9DB7 || 1976-12-31 23:30:50 TAI <br /> 1977-01-01 00:21:45 TAI || 1976-12-31 23:30:35 UTC <br /> 1977-01-01 00:21:29 UTC |- ! 1977 | 0 ||bgcolor="lime"| +1 || 8209 27FC C609 <br /> 8209 27FC C60A || 1977-12-31 23:43:35 TAI <br /> 1978-01-01 00:34:30 TAI || 1977-12-31 23:43:19 UTC <br /> 1978-01-01 00:34:13 UTC |- ! 1978 | 0 ||bgcolor="lime"| +1 || 8209 27FC EE5C <br /> 8209 27FC EE5D || 1978-12-31 23:56:20 TAI <br /> 1979-01-01 00:47:15 TAI || 1978-12-31 23:56:03 UTC <br /> 1979-01-01 00:46:57 UTC |- ! 1979 | 0 ||bgcolor="lime"| +1 || 8209 27FD 16AE <br /> 8209 27FD 16AF || 1979-12-31 23:18:10 TAI <br /> 1980-01-01 00:09:05 TAI || 1979-12-31 23:17:52 UTC <br /> 1980-01-01 00:08:46 UTC |- ! 1981 |bgcolor="lime"| +1 || 0 || 8209 27FD 531C <br /> 8209 27FD 531D || 1981-06-30 23:19:00 TAI <br /> 1981-07-01 00:09:55 TAI || 1981-06-30 23:18:41 UTC <br /> 1981-07-01 00:09:35 UTC |- ! 1982 |bgcolor="lime"| +1 || 0 || 8209 27FD 7B6F <br /> 8209 27FD 7B70 || 1982-06-30 23:31:45 TAI <br /> 1982-07-01 00:22:40 TAI || 1982-06-30 23:31:25 UTC <br /> 1982-07-01 00:22:19 UTC |- ! 1983 |bgcolor="lime"| +1 || 0 || 8209 27FD A3C2 <br /> 8209 27FD A3C3 || 1983-06-30 23:44:30 TAI <br /> 1983-07-01 00:35:25 TAI || 1983-06-30 23:44:09 UTC <br /> 1983-07-01 00:35:03 UTC |- ! 1985 |bgcolor="lime"| +1 || 0 || 8209 27FD F484 <br /> 8209 27FD F485 || 1985-06-30 23:55:40 TAI <br /> 1985-07-01 00:46:35 TAI || 1985-06-30 23:55:18 UTC <br /> 1985-07-01 00:46:12 UTC |- ! 1987 | 0 ||bgcolor="lime"| +1 || 8209 27FE 597D <br /> 8209 27FE 597E || 1987-12-31 23:40:35 TAI <br /> 1988-01-01 00:31:30 TAI || 1987-12-31 23:40:12 UTC <br /> 1988-01-01 00:31:06 UTC |- ! 1989 | 0 ||bgcolor="lime"| +1 || 8209 27FE AA3F <br /> 8209 27FE AA40 || 1989-12-31 23:51:45 TAI <br /> 1990-01-01 00:42:40 TAI || 1989-12-31 23:51:21 UTC <br /> 1990-01-01 00:42:15 UTC |- ! 1990 | 0 ||bgcolor="lime"| +1 || 8209 27FE D291 <br /> 8209 27FE D292 || 1990-12-31 23:13:35 TAI <br /> 1991-01-01 00:04:30 TAI || 1990-12-31 23:13:10 UTC <br /> 1991-01-01 00:04:04 UTC |- ! 1992 |bgcolor="lime"| +1 || 0 || 8209 27FF 0EFF <br /> 8209 27FF 0F00 || 1992-06-30 23:14:25 TAI <br /> 1992-07-01 00:05:20 TAI || 1992-06-30 23:13:59 UTC <br /> 1992-07-01 00:04:53 UTC |- ! 1993 |bgcolor="lime"| +1 || 0 || 8209 27FF 3752 <br /> 8209 27FF 3753 || 1993-06-30 23:27:10 TAI <br /> 1993-07-01 00:18:05 TAI || 1993-06-30 23:26:43 UTC <br /> 1993-07-01 00:17:37 UTC |- ! 1994 |bgcolor="lime"| +1 || 0 || 8209 27FF 5FA5 <br /> 8209 27FF 5FA6 || 1994-06-30 23:39:55 TAI <br /> 1994-07-01 00:30:50 TAI || 1994-06-30 23:39:27 UTC <br /> 1994-07-01 00:30:21 UTC |- ! 1995 | 0 ||bgcolor="lime"| +1 || 8209 27FF 9C4B <br /> 8209 27FF 9C4C || 1995-12-31 23:12:05 TAI <br /> 1996-01-01 00:03:00 TAI || 1995-12-31 23:11:36 UTC <br /> 1996-01-01 00:02:30 UTC |- ! 1997 |bgcolor="lime"| +1 || 0 || 8209 27FF D8B9 <br /> 8209 27FF D8BA || 1997-06-30 23:12:55 TAI <br /> 1997-07-01 00:03:50 TAI || 1997-06-30 23:12:25 UTC <br /> 1997-07-01 00:03:19 UTC |- ! 1998 | 0 ||bgcolor="lime"| +1 || 8209 2800 1560 <br /> 8209 2800 1561 || 1998-12-31 23:36:00 TAI <br /> 1999-01-01 00:26:55 TAI || 1998-12-31 23:35:29 UTC <br /> 1999-01-01 00:26:23 UTC |- ! 2005 | 0 ||bgcolor="lime"| +1 || 8209 2801 2FDC <br /> 8209 2801 2FDD || 2005-12-31 23:45:40 TAI <br /> 2006-01-01 00:36:35 TAI || 2005-12-31 23:45:08 UTC <br /> 2006-01-01 00:36:02 UTC |- ! 2008 | 0 ||bgcolor="lime"| +1 || 8209 2801 A8F0 <br /> 8209 2801 A8F1 || 2008-12-31 23:18:40 TAI <br /> 2009-01-01 00:09:35 TAI || 2008-12-31 23:18:07 UTC <br /> 2009-01-01 00:09:01 UTC |- ! 2012 |bgcolor="lime"| +1 || 0 || 8209 2802 3604 <br /> 8209 2802 3605 || 2012-06-30 23:45:00 TAI <br /> 2012-07-01 00:35:55 TAI || 2012-06-30 23:44:26 UTC <br /> 2012-07-01 00:35:20 UTC |- ! 2015 |bgcolor="lime"| +1 || 0 || 8209 2802 AEFC <br /> 8209 2802 AEFD || 2015-06-30 23:32:20 TAI <br /> 2015-07-01 00:23:15 TAI || 2015-06-30 23:31:45 UTC <br /> 2015-07-01 00:22:39 UTC |- ! 2016 | 0 ||bgcolor="lime"| +1 || 8209 2802 EBBF <br /> 8209 2802 EBC0 || 2016-12-31 23:41:05 TAI <br /> 2017-01-01 00:32:00 TAI || 2016-12-31 23:40:29 UTC <br /> 2017-01-01 00:31:23 UTC |} === Rubber Seconds (1958 - 1971) === [[File:Bully Timestamps in relation to rubber seconds.png|frame|center|text-bottom|Figure 2: Rubber Seconds]] Prior to 1972, the rate of UTC atomic clocks was offset from a pure atomic time scale by the BIH to remain synchronized with UT2, a practice known as the "rubber second" (see figure 2). The rate of UTC was decided at the start of each year. Alongside this shift in rate, an occasional 0.1&nbsp;s step (0.05&nbsp;s before 1963) was also implemented as needed. As shown in figure 2, for 1958-1961, the offset rate was −150 parts per 10{{sup|10}} (or 0.47 seconds per year). This stretching of UTC "rubber seconds" meant that fewer of them would occur during a Bully Timestamp. For example, during the 1958-1961 time period, each Bully timestamp was realized after exactly 3055 seconds TAI, which corresponded to 3054.999955264 seconds UTC. For 1962–63 the offset rate was set to −130 parts per 10{{sup|10}} (or 0.41 seconds per year, or 3054.999960285 seconds UTC per Bully timestamp), and then for 1964–65 the offset rate was returned to −150 parts per 10{{sup|10}}. The UTC rate of −150 parts per 10{{sup|10}} turned out to be notably inadequate during the 1964-1965 time period, and multiple 0.1&nbsp;s steps were needed (see figure 2). Beginning in 1966, the offset rate was set to −300 parts per 10{{sup|10}} (or 0.94 seconds per year, or 3054.99990835 seconds UTC per Bully timestamp), and this continued until the inauguration of Leap Seconds in 1972. At the beginning of 1958, the TAI and UTC clocks were in sync, with 1958-01-01 00:00:00.000 TAI occurring at the same time as 1958-01-01 00:00:00.000 UTC. By the end of 1972, the UTC clock had been adjusted (using rubber seconds and time steps) by ten leap seconds, so that 1972-01-01 00:00:10.003 TAI occurred at the same time as 1972-01-01 00:00:00.003 UTC. The following table illustrates the slow accumulation of leap seconds prior to 1972, resulting in this ten second difference. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Rubber Seconds and Accumulative (TAI - UTC) Time Delta |- ! Approximate Bully Timestamp <br /> Approximate International Atomic Time (TAI) <br /> Coordinated Universal Time (UTC) !! (ΔTAI - ΔUTC) !! Accumulative <br /> Difference |- ! 8209 27F9 9F04 (+2820.0 sec) . . . 8209 27F9 EFAA (+1290.9 sec) <br /> 1958-01-01 00:00:00.000 TAI . . . 1960-01-01 00:00:00.943 TAI <br /> 1958-01-01 00:00:00.002 UTC . . . 1960-01-01 00:00:00.000 UTC | 0.943 sec || 0.943 sec |- ! 8209 27F9 EFAA (+1290.9 sec) . . . 8209 27FA 1819 (+1386.4 sec) <br /> 1960-01-01 00:00:00.944 TAI . . . 1961-01-01 00:00:01.418 TAI <br /> 1960-01-01 00:00:00.000 UTC . . . 1961-01-01 00:00:00.000 UTC | 0.474 sec || 1.418 sec |- ! 8209 27FA 1819 (+1386.4 sec) <br /> 1961-01-01 00:00:01.418 TAI . . . 1961-01-01 00:00:01.423 TAI <br /> 1961-01-01 00:00:00.000 UTC | 0.005 sec || 1.423 sec |- ! 8209 27FA 1819 (+1386.4 sec) . . . 8209 27FA 2F85 (+406.6 sec) <br /> 1961-01-01 00:00:01.423 TAI . . . 1961-08-01 00:00:01.698 TAI <br /> 1961-01-01 00:00:00.000 UTC . . . 1961-08-01 00:00:00.000 UTC | 0.275 sec || 1.698 sec |- ! 8209 27FA 2F85 (+406.6 sec) <br /> 1961-08-01 00:00:01.698 TAI . . . 1961-08-01 00:00:01.648 TAI <br /> 1961-08-01 00:00:00.000 UTC | -0.050 sec || 1.648 sec |- ! 8209 27FA 2F85 (+406.6 sec) . . . 8209 27FA 406C (+621.8 sec) <br /> 1961-08-01 00:00:01.648 TAI . . . 1962-01-01 00:00:01.846 TAI <br /> 1961-08-01 00:00:00.000 UTC . . . 1962-01-01 00:00:00.000 UTC | 0.198 sec || 1.846 sec |- ! 8209 27FA 406C (+621.8 sec) . . . 8209 27FA 8A54 (+1622.5 sec) <br /> 1962-01-01 00:00:01.846 TAI . . . 1963-11-01 00:00:02.597 TAI <br /> 1962-01-01 00:00:00.000 UTC . . . 1963-11-01 00:00:00.000 UTC | 0.751 sec || 2.597 sec |- ! 8209 27FA 8A54 (+1622.6 sec) <br /> 1963-11-01 00:00:02.597 TAI . . . 1963-11-01 00:00:02.697 TAI <br /> 1963-11-01 00:00:00.000 UTC | 0.100 sec || 2.697 sec |- ! 8209 27FA 8A54 (+1622.6 sec) . . . 8209 27FA 9111 (+2147.7 sec) <br /> 1963-11-01 00:00:02.697 TAI . . . 1964-01-01 00:00:02.766 TAI <br /> 1963-11-01 00:00:00.000 UTC . . . 1964-01-01 00:00:00.000 UTC | 0.069 sec || 2.766 sec |- ! 8209 27FA 9111 (+2147.7 sec) . . . 8209 27FA 9B1F (+977.8 sec) <br /> 1964-01-01 00:00:02.766 TAI . . . 1964-04-01 00:00:02.884 TAI <br /> 1964-01-01 00:00:00.000 UTC . . . 1964-04-01 00:00:00.000 UTC | 0.118 sec || 2.884 sec |- ! 8209 27FA 9B1F (+977.9 sec) <br /> 1964-04-01 00:00:02.884 TAI . . . 1964-04-01 00:00:02.984 TAI <br /> 1964-04-01 00:00:00.000 UTC | 0.100 sec || 2.984 sec |- ! 8209 27FA 9B1F (+977.9 sec) . . . 8209 27FA AC06 (+1193.1 sec) <br /> 1964-04-01 00:00:02.984 TAI . . . 1964-09-01 00:00:03.182 TAI <br /> 1964-04-01 00:00:00.000 UTC . . . 1964-09-01 00:00:00.000 UTC | 0.198 sec || 3.182 sec |- ! 8209 27FA AC06 (+1193.2 sec) <br /> 1964-09-01 00:00:03.182 TAI . . . 1964-09-01 00:00:03.282 TAI <br /> 1964-09-01 00:00:00.000 UTC | 0.100 sec || 3.282 sec |- ! 8209 27FA AC06 (+1193.2 sec) . . . 8209 27FA B980 (+2243.4 sec) <br /> 1964-09-01 00:00:03.282 TAI . . . 1965-01-01 00:00:03.440 TAI <br /> 1964-09-01 00:00:00.000 UTC . . . 1965-01-01 00:00:00.000 UTC | 0.158 sec || 3.440 sec |- ! 8209 27FA B980 (+2243.5 sec) <br /> 1965-01-01 00:00:03.440 TAI . . . 1965-01-01 00:00:03.540 TAI <br /> 1965-01-01 00:00:00.000 UTC | 0.100 sec || 3.540 sec |- ! 8209 27FA B980 (+2243.5 sec) . . . 8209 27FA C005 (+1048.6 sec) <br /> 1965-01-01 00:00:03.540 TAI . . . 1965-03-01 00:00:03.617 TAI <br /> 1965-01-01 00:00:00.000 UTC . . . 1965-03-01 00:00:00.000 UTC | 0.076 sec || 3.617 sec |- ! 8209 27FA C005 (+1048.7 sec) <br /> 1965-03-01 00:00:03.617 TAI . . . 1965-03-01 00:00:03.717 TAI <br /> 1965-03-01 00:00:00.000 UTC | 0.100 sec || 3.717 sec |- ! 8209 27FA C005 (+1048.7 sec) . . . 8209 27FA CD7F (+2098.8 sec) <br /> 1965-03-01 00:00:03.717 TAI . . . 1965-07-01 00:00:03.875 TAI <br /> 1965-03-01 00:00:00.000 UTC . . . 1965-07-01 00:00:00.000 UTC | 0.158 sec || 3.875 sec |- ! 8209 27FA CD7F (+2098.9 sec) <br /> 1965-07-01 00:00:03.875 TAI . . . 1965-07-01 00:00:03.975 TAI <br /> 1965-07-01 00:00:00.000 UTC | 0.100 sec || 3.975 sec |- ! 8209 27FA CD7F (+2098.9 sec) . . . 8209 27FA D459 (+429.0 sec) <br /> 1965-07-01 00:00:03.975 TAI . . . 1965-09-01 00:00:04.055 TAI <br /> 1965-07-01 00:00:00.000 UTC . . . 1965-09-01 00:00:00.000 UTC | 0.080 sec || 4.055 sec |- ! 8209 27FA D459 (+429.1 sec) <br /> 1965-09-01 00:00:04.055 TAI . . . 1965-09-01 00:00:04.155 TAI <br /> 1965-09-01 00:00:00.000 UTC | 0.100 sec || 4.155 sec |- ! 8209 27FA D459 (+429.1 sec) . . . 8209 27FA E1D3 (+1479.3 sec) <br /> 1965-09-01 00:00:04.155 TAI . . . 1966-01-01 00:00:04.313 TAI <br /> 1965-09-01 00:00:00.000 UTC . . . 1966-01-01 00:00:00.000 UTC | 0.158 sec || 4.313 sec |- ! 8209 27FA E1D3 (+1479.3 sec) . . . 8209 27FB 35E5 (+2171.2 sec) <br /> 1966-01-01 00:00:04.313 TAI . . . 1968-02-01 00:00:06.286 TAI <br /> 1966-01-01 00:00:00.000 UTC . . . 1968-02-01 00:00:00.000 UTC | 1.973 sec || 6.286 sec |- ! 8209 27FB 35E5 (+2171.1 sec) <br /> 1968-02-01 00:00:06.286 TAI . . . 1968-02-01 00:00:06.186 TAI <br /> 1968-02-01 00:00:00.000 UTC | -0.100 sec || 6.186 sec |- ! 8209 27FB 35E5 (+2171.1 sec) . . . 8209 27FB D3E0 (+809.9 sec) <br /> 1968-02-01 00:00:06.186 TAI . . . 1972-01-01 00:00:09.891 TAI <br /> 1968-02-01 00:00:00.000 UTC . . . 1971-12-31 23:59:59.999 UTC | 3.707 sec || 9.892 sec |- ! 8209 27FB D3E0 (+809.9 sec) <br /> 1972-01-01 00:00:09.891 TAI . . . 1972-01-01 00:00:09.999 TAI <br /> 1971-12-31 23:59:59.999 UTC | 0.109 sec || 10.000 sec |} rrvdvsa6f9hvbw7mdn8akih0sy60t6d 2814555 2814554 2026-06-08T13:06:56Z Unitfreak 695864 /* */ 2814555 wikitext text/x-wiki {| class=table style="width:100%;" |- | {{Original research}} | [https://physwiki.eeyabo.net/index.php/Main_Page <small>Development <br/>Area</small>] |} [[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> There have been over 600,000 realized Bully timestamps during the more than 65 years of modern atomic time keeping (1958 AD ... present). Given the availability of atomic clocks, it is anticipated that Bully timestamps will continue to be realized with great regularity for the foreseeable future. Each Bully timestamp should be considered "realized" after it occurs and is measured using precise clocks with an accuracy of <math>{10}^{-10}</math> or better. === Leap Seconds (1972 - Present) === The below table (derived from the Wikipedia "Leap Second" article), lists all leap second insertions that have occurred since the introduction of leap seconds in 1972. For each leap second insertion, the below table lists the preceding Bully timestamp (that had been "realized" immediately prior to the leap second insertion), and the subsequent Bully timestamp (that was "realized" immediately after the leap second insertion). A few details are worth noting in the table. The TAI and UTC already differed by 10 seconds at the beginning of 1972 due to rubber seconds ([https://en.m.wikiversity.org/wiki/Bully_Metric_Realized_Timestamps#Rubber_Seconds_(1958_-_1971) see discussion below]), so when Bully Timestamp 8209 27FB E7FB was realized, the TAI time was 1972-06-30 23:34:45 TAI, whereas UTC time was 1972-06-30 23:34:35 UTC. An additional 27 leap seconds have been inserted into UTC during the fifty year period between 1972 and 2022, making a total of 37 leap seconds difference, so when Bully Timestamp 8209 2802 EBC0 was realized, the TAI time was 2017-01-01 00:32:00 TAI, whereas UTC time was 2017-01-01 00:31:23 UTC. You will also note that Bully timestamps are realized during TAI times with a seconds value ending in five or zero. The Bully timestamp and TAI both measure elapsed time as determined by atomic clocks, so these systems will always have this simple relationship. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Announced leap seconds to date |- ! Year !! 30 Jun !! 31 Dec !! Bully Timestamp !! International Atomic Time (TAI) !! Coordinated Universal Time (UTC) |- ! 1972 |bgcolor="lime"| +1 ||bgcolor="lime"| +1 || 8209 27FB E7FB <br /> 8209 27FB E7FC <br /> 8209 27FB FC4F <br /> 8209 27FB FC50 || 1972-06-30 23:34:45 TAI <br /> 1972-07-01 00:25:40 TAI <br /> 1972-12-31 23:45:05 TAI <br /> 1973-01-01 00:36:00 TAI || 1972-06-30 23:34:35 UTC <br /> 1972-07-01 00:25:29 UTC <br /> 1972-12-31 23:44:54 UTC <br /> 1973-01-01 00:35:48 UTC |- ! 1973 | 0 ||bgcolor="lime"| +1 || 8209 27FC 24A2 <br /> 8209 27FC 24A3 || 1973-12-31 23:57:50 TAI <br /> 1974-01-01 00:48:45 TAI || 1973-12-31 23:57:38 UTC <br /> 1974-01-01 00:48:32 UTC |- ! 1974 | 0 ||bgcolor="lime"| +1 || 8209 27FC 4CF4 <br /> 8209 27FC 4CF5 || 1974-12-31 23:19:40 TAI <br /> 1975-01-01 00:10:35 TAI || 1974-12-31 23:19:27 UTC <br /> 1975-01-01 00:10:21 UTC |- ! 1975 | 0 ||bgcolor="lime"| +1 || 8209 27FC 7547 <br /> 8209 27FC 7548 || 1975-12-31 23:32:25 TAI <br /> 1976-01-01 00:23:20 TAI || 1975-12-31 23:32:11 UTC <br /> 1976-01-01 00:23:05 UTC |- ! 1976 | 0 ||bgcolor="lime"| +1 || 8209 27FC 9DB6 <br /> 8209 27FC 9DB7 || 1976-12-31 23:30:50 TAI <br /> 1977-01-01 00:21:45 TAI || 1976-12-31 23:30:35 UTC <br /> 1977-01-01 00:21:29 UTC |- ! 1977 | 0 ||bgcolor="lime"| +1 || 8209 27FC C609 <br /> 8209 27FC C60A || 1977-12-31 23:43:35 TAI <br /> 1978-01-01 00:34:30 TAI || 1977-12-31 23:43:19 UTC <br /> 1978-01-01 00:34:13 UTC |- ! 1978 | 0 ||bgcolor="lime"| +1 || 8209 27FC EE5C <br /> 8209 27FC EE5D || 1978-12-31 23:56:20 TAI <br /> 1979-01-01 00:47:15 TAI || 1978-12-31 23:56:03 UTC <br /> 1979-01-01 00:46:57 UTC |- ! 1979 | 0 ||bgcolor="lime"| +1 || 8209 27FD 16AE <br /> 8209 27FD 16AF || 1979-12-31 23:18:10 TAI <br /> 1980-01-01 00:09:05 TAI || 1979-12-31 23:17:52 UTC <br /> 1980-01-01 00:08:46 UTC |- ! 1981 |bgcolor="lime"| +1 || 0 || 8209 27FD 531C <br /> 8209 27FD 531D || 1981-06-30 23:19:00 TAI <br /> 1981-07-01 00:09:55 TAI || 1981-06-30 23:18:41 UTC <br /> 1981-07-01 00:09:35 UTC |- ! 1982 |bgcolor="lime"| +1 || 0 || 8209 27FD 7B6F <br /> 8209 27FD 7B70 || 1982-06-30 23:31:45 TAI <br /> 1982-07-01 00:22:40 TAI || 1982-06-30 23:31:25 UTC <br /> 1982-07-01 00:22:19 UTC |- ! 1983 |bgcolor="lime"| +1 || 0 || 8209 27FD A3C2 <br /> 8209 27FD A3C3 || 1983-06-30 23:44:30 TAI <br /> 1983-07-01 00:35:25 TAI || 1983-06-30 23:44:09 UTC <br /> 1983-07-01 00:35:03 UTC |- ! 1985 |bgcolor="lime"| +1 || 0 || 8209 27FD F484 <br /> 8209 27FD F485 || 1985-06-30 23:55:40 TAI <br /> 1985-07-01 00:46:35 TAI || 1985-06-30 23:55:18 UTC <br /> 1985-07-01 00:46:12 UTC |- ! 1987 | 0 ||bgcolor="lime"| +1 || 8209 27FE 597D <br /> 8209 27FE 597E || 1987-12-31 23:40:35 TAI <br /> 1988-01-01 00:31:30 TAI || 1987-12-31 23:40:12 UTC <br /> 1988-01-01 00:31:06 UTC |- ! 1989 | 0 ||bgcolor="lime"| +1 || 8209 27FE AA3F <br /> 8209 27FE AA40 || 1989-12-31 23:51:45 TAI <br /> 1990-01-01 00:42:40 TAI || 1989-12-31 23:51:21 UTC <br /> 1990-01-01 00:42:15 UTC |- ! 1990 | 0 ||bgcolor="lime"| +1 || 8209 27FE D291 <br /> 8209 27FE D292 || 1990-12-31 23:13:35 TAI <br /> 1991-01-01 00:04:30 TAI || 1990-12-31 23:13:10 UTC <br /> 1991-01-01 00:04:04 UTC |- ! 1992 |bgcolor="lime"| +1 || 0 || 8209 27FF 0EFF <br /> 8209 27FF 0F00 || 1992-06-30 23:14:25 TAI <br /> 1992-07-01 00:05:20 TAI || 1992-06-30 23:13:59 UTC <br /> 1992-07-01 00:04:53 UTC |- ! 1993 |bgcolor="lime"| +1 || 0 || 8209 27FF 3752 <br /> 8209 27FF 3753 || 1993-06-30 23:27:10 TAI <br /> 1993-07-01 00:18:05 TAI || 1993-06-30 23:26:43 UTC <br /> 1993-07-01 00:17:37 UTC |- ! 1994 |bgcolor="lime"| +1 || 0 || 8209 27FF 5FA5 <br /> 8209 27FF 5FA6 || 1994-06-30 23:39:55 TAI <br /> 1994-07-01 00:30:50 TAI || 1994-06-30 23:39:27 UTC <br /> 1994-07-01 00:30:21 UTC |- ! 1995 | 0 ||bgcolor="lime"| +1 || 8209 27FF 9C4B <br /> 8209 27FF 9C4C || 1995-12-31 23:12:05 TAI <br /> 1996-01-01 00:03:00 TAI || 1995-12-31 23:11:36 UTC <br /> 1996-01-01 00:02:30 UTC |- ! 1997 |bgcolor="lime"| +1 || 0 || 8209 27FF D8B9 <br /> 8209 27FF D8BA || 1997-06-30 23:12:55 TAI <br /> 1997-07-01 00:03:50 TAI || 1997-06-30 23:12:25 UTC <br /> 1997-07-01 00:03:19 UTC |- ! 1998 | 0 ||bgcolor="lime"| +1 || 8209 2800 1560 <br /> 8209 2800 1561 || 1998-12-31 23:36:00 TAI <br /> 1999-01-01 00:26:55 TAI || 1998-12-31 23:35:29 UTC <br /> 1999-01-01 00:26:23 UTC |- ! 2005 | 0 ||bgcolor="lime"| +1 || 8209 2801 2FDC <br /> 8209 2801 2FDD || 2005-12-31 23:45:40 TAI <br /> 2006-01-01 00:36:35 TAI || 2005-12-31 23:45:08 UTC <br /> 2006-01-01 00:36:02 UTC |- ! 2008 | 0 ||bgcolor="lime"| +1 || 8209 2801 A8F0 <br /> 8209 2801 A8F1 || 2008-12-31 23:18:40 TAI <br /> 2009-01-01 00:09:35 TAI || 2008-12-31 23:18:07 UTC <br /> 2009-01-01 00:09:01 UTC |- ! 2012 |bgcolor="lime"| +1 || 0 || 8209 2802 3604 <br /> 8209 2802 3605 || 2012-06-30 23:45:00 TAI <br /> 2012-07-01 00:35:55 TAI || 2012-06-30 23:44:26 UTC <br /> 2012-07-01 00:35:20 UTC |- ! 2015 |bgcolor="lime"| +1 || 0 || 8209 2802 AEFC <br /> 8209 2802 AEFD || 2015-06-30 23:32:20 TAI <br /> 2015-07-01 00:23:15 TAI || 2015-06-30 23:31:45 UTC <br /> 2015-07-01 00:22:39 UTC |- ! 2016 | 0 ||bgcolor="lime"| +1 || 8209 2802 EBBF <br /> 8209 2802 EBC0 || 2016-12-31 23:41:05 TAI <br /> 2017-01-01 00:32:00 TAI || 2016-12-31 23:40:29 UTC <br /> 2017-01-01 00:31:23 UTC |} === Rubber Seconds (1958 - 1971) === [[File:Bully Timestamps in relation to rubber seconds.png|frame|center|text-bottom|Figure 2: Rubber Seconds]] Prior to 1972, the rate of UTC atomic clocks was offset from a pure atomic time scale by the BIH to remain synchronized with UT2, a practice known as the "rubber second" (see figure 2). The rate of UTC was decided at the start of each year. Alongside this shift in rate, an occasional 0.1&nbsp;s step (0.05&nbsp;s before 1963) was also implemented as needed. As shown in figure 2, for 1958-1961, the offset rate was −150 parts per 10{{sup|10}} (or 0.47 seconds per year). This stretching of UTC "rubber seconds" meant that fewer of them would occur during a Bully Timestamp. For example, during the 1958-1961 time period, each Bully timestamp was realized after exactly 3055 seconds TAI, which corresponded to 3054.999955264 seconds UTC. For 1962–63 the offset rate was set to −130 parts per 10{{sup|10}} (or 0.41 seconds per year, or 3054.999960285 seconds UTC per Bully timestamp), and then for 1964–65 the offset rate was returned to −150 parts per 10{{sup|10}}. The UTC rate of −150 parts per 10{{sup|10}} turned out to be notably inadequate during the 1964-1965 time period, and multiple 0.1&nbsp;s steps were needed (see figure 2). Beginning in 1966, the offset rate was set to −300 parts per 10{{sup|10}} (or 0.94 seconds per year, or 3054.99990835 seconds UTC per Bully timestamp), and this continued until the inauguration of Leap Seconds in 1972. At the beginning of 1958, the TAI and UTC clocks were in sync, with 1958-01-01 00:00:00.000 TAI occurring at the same time as 1958-01-01 00:00:00.000 UTC. By the end of 1972, the UTC clock had been adjusted (using rubber seconds and time steps) by ten leap seconds, so that 1972-01-01 00:00:10.003 TAI occurred at the same time as 1972-01-01 00:00:00.003 UTC. The following table illustrates the slow accumulation of leap seconds prior to 1972, resulting in this ten second difference. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Rubber Seconds and Accumulative (TAI - UTC) Time Delta |- ! Approximate Bully Timestamp <br /> Approximate International Atomic Time (TAI) <br /> Coordinated Universal Time (UTC) !! (ΔTAI - ΔUTC) !! Accumulative <br /> Difference |- ! 8209 27F9 9F04 (+2820.0 sec) . . . 8209 27F9 EFAA (+1290.9 sec) <br /> 1958-01-01 00:00:00.000 TAI . . . 1960-01-01 00:00:00.943 TAI <br /> 1958-01-01 00:00:00.002 UTC . . . 1960-01-01 00:00:00.000 UTC | 0.943 sec || 0.943 sec |- ! 8209 27F9 EFAA (+1290.9 sec) . . . 8209 27FA 1819 (+1386.4 sec) <br /> 1960-01-01 00:00:00.944 TAI . . . 1961-01-01 00:00:01.418 TAI <br /> 1960-01-01 00:00:00.000 UTC . . . 1961-01-01 00:00:00.000 UTC | 0.474 sec || 1.418 sec |- ! 8209 27FA 1819 (+1386.4 sec) <br /> 1961-01-01 00:00:01.418 TAI . . . 1961-01-01 00:00:01.423 TAI <br /> 1961-01-01 00:00:00.000 UTC | 0.005 sec || 1.423 sec |- ! 8209 27FA 1819 (+1386.4 sec) . . . 8209 27FA 2F85 (+406.6 sec) <br /> 1961-01-01 00:00:01.423 TAI . . . 1961-08-01 00:00:01.698 TAI <br /> 1961-01-01 00:00:00.000 UTC . . . 1961-08-01 00:00:00.000 UTC | 0.275 sec || 1.698 sec |- ! 8209 27FA 2F85 (+406.6 sec) <br /> 1961-08-01 00:00:01.698 TAI . . . 1961-08-01 00:00:01.648 TAI <br /> 1961-08-01 00:00:00.000 UTC | -0.050 sec || 1.648 sec |- ! 8209 27FA 2F85 (+406.6 sec) . . . 8209 27FA 406C (+621.8 sec) <br /> 1961-08-01 00:00:01.648 TAI . . . 1962-01-01 00:00:01.846 TAI <br /> 1961-08-01 00:00:00.000 UTC . . . 1962-01-01 00:00:00.000 UTC | 0.198 sec || 1.846 sec |- ! 8209 27FA 406C (+621.8 sec) . . . 8209 27FA 8A54 (+1622.5 sec) <br /> 1962-01-01 00:00:01.846 TAI . . . 1963-11-01 00:00:02.597 TAI <br /> 1962-01-01 00:00:00.000 UTC . . . 1963-11-01 00:00:00.000 UTC | 0.751 sec || 2.597 sec |- ! 8209 27FA 8A54 (+1622.6 sec) <br /> 1963-11-01 00:00:02.597 TAI . . . 1963-11-01 00:00:02.697 TAI <br /> 1963-11-01 00:00:00.000 UTC | 0.100 sec || 2.697 sec |- ! 8209 27FA 8A54 (+1622.6 sec) . . . 8209 27FA 9111 (+2147.7 sec) <br /> 1963-11-01 00:00:02.697 TAI . . . 1964-01-01 00:00:02.766 TAI <br /> 1963-11-01 00:00:00.000 UTC . . . 1964-01-01 00:00:00.000 UTC | 0.069 sec || 2.766 sec |- ! 8209 27FA 9111 (+2147.7 sec) . . . 8209 27FA 9B1F (+977.8 sec) <br /> 1964-01-01 00:00:02.766 TAI . . . 1964-04-01 00:00:02.884 TAI <br /> 1964-01-01 00:00:00.000 UTC . . . 1964-04-01 00:00:00.000 UTC | 0.118 sec || 2.884 sec |- ! 8209 27FA 9B1F (+977.9 sec) <br /> 1964-04-01 00:00:02.884 TAI . . . 1964-04-01 00:00:02.984 TAI <br /> 1964-04-01 00:00:00.000 UTC | 0.100 sec || 2.984 sec |- ! 8209 27FA 9B1F (+977.9 sec) . . . 8209 27FA AC06 (+1193.1 sec) <br /> 1964-04-01 00:00:02.984 TAI . . . 1964-09-01 00:00:03.182 TAI <br /> 1964-04-01 00:00:00.000 UTC . . . 1964-09-01 00:00:00.000 UTC | 0.198 sec || 3.182 sec |- ! 8209 27FA AC06 (+1193.2 sec) <br /> 1964-09-01 00:00:03.182 TAI . . . 1964-09-01 00:00:03.282 TAI <br /> 1964-09-01 00:00:00.000 UTC | 0.100 sec || 3.282 sec |- ! 8209 27FA AC06 (+1193.2 sec) . . . 8209 27FA B980 (+2243.4 sec) <br /> 1964-09-01 00:00:03.282 TAI . . . 1965-01-01 00:00:03.440 TAI <br /> 1964-09-01 00:00:00.000 UTC . . . 1965-01-01 00:00:00.000 UTC | 0.158 sec || 3.440 sec |- ! 8209 27FA B980 (+2243.5 sec) <br /> 1965-01-01 00:00:03.440 TAI . . . 1965-01-01 00:00:03.540 TAI <br /> 1965-01-01 00:00:00.000 UTC | 0.100 sec || 3.540 sec |- ! 8209 27FA B980 (+2243.5 sec) . . . 8209 27FA C005 (+1048.6 sec) <br /> 1965-01-01 00:00:03.540 TAI . . . 1965-03-01 00:00:03.617 TAI <br /> 1965-01-01 00:00:00.000 UTC . . . 1965-03-01 00:00:00.000 UTC | 0.076 sec || 3.617 sec |- ! 8209 27FA C005 (+1048.7 sec) <br /> 1965-03-01 00:00:03.617 TAI . . . 1965-03-01 00:00:03.717 TAI <br /> 1965-03-01 00:00:00.000 UTC | 0.100 sec || 3.717 sec |- ! 8209 27FA C005 (+1048.7 sec) . . . 8209 27FA CD7F (+2098.8 sec) <br /> 1965-03-01 00:00:03.717 TAI . . . 1965-07-01 00:00:03.875 TAI <br /> 1965-03-01 00:00:00.000 UTC . . . 1965-07-01 00:00:00.000 UTC | 0.158 sec || 3.875 sec |- ! 8209 27FA CD7F (+2098.9 sec) <br /> 1965-07-01 00:00:03.875 TAI . . . 1965-07-01 00:00:03.975 TAI <br /> 1965-07-01 00:00:00.000 UTC | 0.100 sec || 3.975 sec |- ! 8209 27FA CD7F (+2098.9 sec) . . . 8209 27FA D459 (+429.0 sec) <br /> 1965-07-01 00:00:03.975 TAI . . . 1965-09-01 00:00:04.055 TAI <br /> 1965-07-01 00:00:00.000 UTC . . . 1965-09-01 00:00:00.000 UTC | 0.080 sec || 4.055 sec |- ! 8209 27FA D459 (+429.1 sec) <br /> 1965-09-01 00:00:04.055 TAI . . . 1965-09-01 00:00:04.155 TAI <br /> 1965-09-01 00:00:00.000 UTC | 0.100 sec || 4.155 sec |- ! 8209 27FA D459 (+429.1 sec) . . . 8209 27FA E1D3 (+1479.3 sec) <br /> 1965-09-01 00:00:04.155 TAI . . . 1966-01-01 00:00:04.313 TAI <br /> 1965-09-01 00:00:00.000 UTC . . . 1966-01-01 00:00:00.000 UTC | 0.158 sec || 4.313 sec |- ! 8209 27FA E1D3 (+1479.3 sec) . . . 8209 27FB 35E5 (+2171.2 sec) <br /> 1966-01-01 00:00:04.313 TAI . . . 1968-02-01 00:00:06.286 TAI <br /> 1966-01-01 00:00:00.000 UTC . . . 1968-02-01 00:00:00.000 UTC | 1.973 sec || 6.286 sec |- ! 8209 27FB 35E5 (+2171.1 sec) <br /> 1968-02-01 00:00:06.286 TAI . . . 1968-02-01 00:00:06.186 TAI <br /> 1968-02-01 00:00:00.000 UTC | -0.100 sec || 6.186 sec |- ! 8209 27FB 35E5 (+2171.1 sec) . . . 8209 27FB D3E0 (+809.9 sec) <br /> 1968-02-01 00:00:06.186 TAI . . . 1972-01-01 00:00:09.891 TAI <br /> 1968-02-01 00:00:00.000 UTC . . . 1971-12-31 23:59:59.999 UTC | 3.707 sec || 9.892 sec |- ! 8209 27FB D3E0 (+809.9 sec) <br /> 1972-01-01 00:00:09.891 TAI . . . 1972-01-01 00:00:09.999 TAI <br /> 1971-12-31 23:59:59.999 UTC | 0.109 sec || 10.000 sec |} 6yyaox9asb23qt71ky2nvjym5fjiqmx 2814556 2814555 2026-06-08T13:09:01Z Unitfreak 695864 /* */ 2814556 wikitext text/x-wiki {| class=table style="width:100%;" |- | {{Original research}} | [https://physwiki.eeyabo.net/index.php/Main_Page <small>Development <br/>Area</small>] |} [[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> There have been over 700,000 realized Bully timestamps during the more than 65 years of modern atomic time keeping (1958 AD ... present). Given the availability of atomic clocks, it is anticipated that Bully timestamps will continue to be realized with great regularity for the foreseeable future. Each Bully timestamp should be considered "realized" after it occurs and is measured using precise clocks with an accuracy of <math>{10}^{-10}</math> or better. === Leap Seconds (1972 - Present) === The below table (derived from the Wikipedia "Leap Second" article), lists all leap second insertions that have occurred since the introduction of leap seconds in 1972. For each leap second insertion, the below table lists the preceding Bully timestamp (that had been "realized" immediately prior to the leap second insertion), and the subsequent Bully timestamp (that was "realized" immediately after the leap second insertion). A few details are worth noting in the table. The TAI and UTC already differed by 10 seconds at the beginning of 1972 due to rubber seconds ([https://en.m.wikiversity.org/wiki/Bully_Metric_Realized_Timestamps#Rubber_Seconds_(1958_-_1971) see discussion below]), so when Bully Timestamp 8209 27FB E7FB was realized, the TAI time was 1972-06-30 23:34:45 TAI, whereas UTC time was 1972-06-30 23:34:35 UTC. An additional 27 leap seconds have been inserted into UTC during the fifty year period between 1972 and 2022, making a total of 37 leap seconds difference, so when Bully Timestamp 8209 2802 EBC0 was realized, the TAI time was 2017-01-01 00:32:00 TAI, whereas UTC time was 2017-01-01 00:31:23 UTC. You will also note that Bully timestamps are realized during TAI times with a seconds value ending in five or zero. The Bully timestamp and TAI both measure elapsed time as determined by atomic clocks, so these systems will always have this simple relationship. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Announced leap seconds to date |- ! Year !! 30 Jun !! 31 Dec !! Bully Timestamp !! International Atomic Time (TAI) !! Coordinated Universal Time (UTC) |- ! 1972 |bgcolor="lime"| +1 ||bgcolor="lime"| +1 || 8209 27FB E7FB <br /> 8209 27FB E7FC <br /> 8209 27FB FC4F <br /> 8209 27FB FC50 || 1972-06-30 23:34:45 TAI <br /> 1972-07-01 00:25:40 TAI <br /> 1972-12-31 23:45:05 TAI <br /> 1973-01-01 00:36:00 TAI || 1972-06-30 23:34:35 UTC <br /> 1972-07-01 00:25:29 UTC <br /> 1972-12-31 23:44:54 UTC <br /> 1973-01-01 00:35:48 UTC |- ! 1973 | 0 ||bgcolor="lime"| +1 || 8209 27FC 24A2 <br /> 8209 27FC 24A3 || 1973-12-31 23:57:50 TAI <br /> 1974-01-01 00:48:45 TAI || 1973-12-31 23:57:38 UTC <br /> 1974-01-01 00:48:32 UTC |- ! 1974 | 0 ||bgcolor="lime"| +1 || 8209 27FC 4CF4 <br /> 8209 27FC 4CF5 || 1974-12-31 23:19:40 TAI <br /> 1975-01-01 00:10:35 TAI || 1974-12-31 23:19:27 UTC <br /> 1975-01-01 00:10:21 UTC |- ! 1975 | 0 ||bgcolor="lime"| +1 || 8209 27FC 7547 <br /> 8209 27FC 7548 || 1975-12-31 23:32:25 TAI <br /> 1976-01-01 00:23:20 TAI || 1975-12-31 23:32:11 UTC <br /> 1976-01-01 00:23:05 UTC |- ! 1976 | 0 ||bgcolor="lime"| +1 || 8209 27FC 9DB6 <br /> 8209 27FC 9DB7 || 1976-12-31 23:30:50 TAI <br /> 1977-01-01 00:21:45 TAI || 1976-12-31 23:30:35 UTC <br /> 1977-01-01 00:21:29 UTC |- ! 1977 | 0 ||bgcolor="lime"| +1 || 8209 27FC C609 <br /> 8209 27FC C60A || 1977-12-31 23:43:35 TAI <br /> 1978-01-01 00:34:30 TAI || 1977-12-31 23:43:19 UTC <br /> 1978-01-01 00:34:13 UTC |- ! 1978 | 0 ||bgcolor="lime"| +1 || 8209 27FC EE5C <br /> 8209 27FC EE5D || 1978-12-31 23:56:20 TAI <br /> 1979-01-01 00:47:15 TAI || 1978-12-31 23:56:03 UTC <br /> 1979-01-01 00:46:57 UTC |- ! 1979 | 0 ||bgcolor="lime"| +1 || 8209 27FD 16AE <br /> 8209 27FD 16AF || 1979-12-31 23:18:10 TAI <br /> 1980-01-01 00:09:05 TAI || 1979-12-31 23:17:52 UTC <br /> 1980-01-01 00:08:46 UTC |- ! 1981 |bgcolor="lime"| +1 || 0 || 8209 27FD 531C <br /> 8209 27FD 531D || 1981-06-30 23:19:00 TAI <br /> 1981-07-01 00:09:55 TAI || 1981-06-30 23:18:41 UTC <br /> 1981-07-01 00:09:35 UTC |- ! 1982 |bgcolor="lime"| +1 || 0 || 8209 27FD 7B6F <br /> 8209 27FD 7B70 || 1982-06-30 23:31:45 TAI <br /> 1982-07-01 00:22:40 TAI || 1982-06-30 23:31:25 UTC <br /> 1982-07-01 00:22:19 UTC |- ! 1983 |bgcolor="lime"| +1 || 0 || 8209 27FD A3C2 <br /> 8209 27FD A3C3 || 1983-06-30 23:44:30 TAI <br /> 1983-07-01 00:35:25 TAI || 1983-06-30 23:44:09 UTC <br /> 1983-07-01 00:35:03 UTC |- ! 1985 |bgcolor="lime"| +1 || 0 || 8209 27FD F484 <br /> 8209 27FD F485 || 1985-06-30 23:55:40 TAI <br /> 1985-07-01 00:46:35 TAI || 1985-06-30 23:55:18 UTC <br /> 1985-07-01 00:46:12 UTC |- ! 1987 | 0 ||bgcolor="lime"| +1 || 8209 27FE 597D <br /> 8209 27FE 597E || 1987-12-31 23:40:35 TAI <br /> 1988-01-01 00:31:30 TAI || 1987-12-31 23:40:12 UTC <br /> 1988-01-01 00:31:06 UTC |- ! 1989 | 0 ||bgcolor="lime"| +1 || 8209 27FE AA3F <br /> 8209 27FE AA40 || 1989-12-31 23:51:45 TAI <br /> 1990-01-01 00:42:40 TAI || 1989-12-31 23:51:21 UTC <br /> 1990-01-01 00:42:15 UTC |- ! 1990 | 0 ||bgcolor="lime"| +1 || 8209 27FE D291 <br /> 8209 27FE D292 || 1990-12-31 23:13:35 TAI <br /> 1991-01-01 00:04:30 TAI || 1990-12-31 23:13:10 UTC <br /> 1991-01-01 00:04:04 UTC |- ! 1992 |bgcolor="lime"| +1 || 0 || 8209 27FF 0EFF <br /> 8209 27FF 0F00 || 1992-06-30 23:14:25 TAI <br /> 1992-07-01 00:05:20 TAI || 1992-06-30 23:13:59 UTC <br /> 1992-07-01 00:04:53 UTC |- ! 1993 |bgcolor="lime"| +1 || 0 || 8209 27FF 3752 <br /> 8209 27FF 3753 || 1993-06-30 23:27:10 TAI <br /> 1993-07-01 00:18:05 TAI || 1993-06-30 23:26:43 UTC <br /> 1993-07-01 00:17:37 UTC |- ! 1994 |bgcolor="lime"| +1 || 0 || 8209 27FF 5FA5 <br /> 8209 27FF 5FA6 || 1994-06-30 23:39:55 TAI <br /> 1994-07-01 00:30:50 TAI || 1994-06-30 23:39:27 UTC <br /> 1994-07-01 00:30:21 UTC |- ! 1995 | 0 ||bgcolor="lime"| +1 || 8209 27FF 9C4B <br /> 8209 27FF 9C4C || 1995-12-31 23:12:05 TAI <br /> 1996-01-01 00:03:00 TAI || 1995-12-31 23:11:36 UTC <br /> 1996-01-01 00:02:30 UTC |- ! 1997 |bgcolor="lime"| +1 || 0 || 8209 27FF D8B9 <br /> 8209 27FF D8BA || 1997-06-30 23:12:55 TAI <br /> 1997-07-01 00:03:50 TAI || 1997-06-30 23:12:25 UTC <br /> 1997-07-01 00:03:19 UTC |- ! 1998 | 0 ||bgcolor="lime"| +1 || 8209 2800 1560 <br /> 8209 2800 1561 || 1998-12-31 23:36:00 TAI <br /> 1999-01-01 00:26:55 TAI || 1998-12-31 23:35:29 UTC <br /> 1999-01-01 00:26:23 UTC |- ! 2005 | 0 ||bgcolor="lime"| +1 || 8209 2801 2FDC <br /> 8209 2801 2FDD || 2005-12-31 23:45:40 TAI <br /> 2006-01-01 00:36:35 TAI || 2005-12-31 23:45:08 UTC <br /> 2006-01-01 00:36:02 UTC |- ! 2008 | 0 ||bgcolor="lime"| +1 || 8209 2801 A8F0 <br /> 8209 2801 A8F1 || 2008-12-31 23:18:40 TAI <br /> 2009-01-01 00:09:35 TAI || 2008-12-31 23:18:07 UTC <br /> 2009-01-01 00:09:01 UTC |- ! 2012 |bgcolor="lime"| +1 || 0 || 8209 2802 3604 <br /> 8209 2802 3605 || 2012-06-30 23:45:00 TAI <br /> 2012-07-01 00:35:55 TAI || 2012-06-30 23:44:26 UTC <br /> 2012-07-01 00:35:20 UTC |- ! 2015 |bgcolor="lime"| +1 || 0 || 8209 2802 AEFC <br /> 8209 2802 AEFD || 2015-06-30 23:32:20 TAI <br /> 2015-07-01 00:23:15 TAI || 2015-06-30 23:31:45 UTC <br /> 2015-07-01 00:22:39 UTC |- ! 2016 | 0 ||bgcolor="lime"| +1 || 8209 2802 EBBF <br /> 8209 2802 EBC0 || 2016-12-31 23:41:05 TAI <br /> 2017-01-01 00:32:00 TAI || 2016-12-31 23:40:29 UTC <br /> 2017-01-01 00:31:23 UTC |} === Rubber Seconds (1958 - 1971) === [[File:Bully Timestamps in relation to rubber seconds.png|frame|center|text-bottom|Figure 2: Rubber Seconds]] Prior to 1972, the rate of UTC atomic clocks was offset from a pure atomic time scale by the BIH to remain synchronized with UT2, a practice known as the "rubber second" (see figure 2). The rate of UTC was decided at the start of each year. Alongside this shift in rate, an occasional 0.1&nbsp;s step (0.05&nbsp;s before 1963) was also implemented as needed. As shown in figure 2, for 1958-1961, the offset rate was −150 parts per 10{{sup|10}} (or 0.47 seconds per year). This stretching of UTC "rubber seconds" meant that fewer of them would occur during a Bully Timestamp. For example, during the 1958-1961 time period, each Bully timestamp was realized after exactly 3055 seconds TAI, which corresponded to 3054.999955264 seconds UTC. For 1962–63 the offset rate was set to −130 parts per 10{{sup|10}} (or 0.41 seconds per year, or 3054.999960285 seconds UTC per Bully timestamp), and then for 1964–65 the offset rate was returned to −150 parts per 10{{sup|10}}. The UTC rate of −150 parts per 10{{sup|10}} turned out to be notably inadequate during the 1964-1965 time period, and multiple 0.1&nbsp;s steps were needed (see figure 2). Beginning in 1966, the offset rate was set to −300 parts per 10{{sup|10}} (or 0.94 seconds per year, or 3054.99990835 seconds UTC per Bully timestamp), and this continued until the inauguration of Leap Seconds in 1972. At the beginning of 1958, the TAI and UTC clocks were in sync, with 1958-01-01 00:00:00.000 TAI occurring at the same time as 1958-01-01 00:00:00.000 UTC. By the end of 1972, the UTC clock had been adjusted (using rubber seconds and time steps) by ten leap seconds, so that 1972-01-01 00:00:10.003 TAI occurred at the same time as 1972-01-01 00:00:00.003 UTC. The following table illustrates the slow accumulation of leap seconds prior to 1972, resulting in this ten second difference. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Rubber Seconds and Accumulative (TAI - UTC) Time Delta |- ! Approximate Bully Timestamp <br /> Approximate International Atomic Time (TAI) <br /> Coordinated Universal Time (UTC) !! (ΔTAI - ΔUTC) !! Accumulative <br /> Difference |- ! 8209 27F9 9F04 (+2820.0 sec) . . . 8209 27F9 EFAA (+1290.9 sec) <br /> 1958-01-01 00:00:00.000 TAI . . . 1960-01-01 00:00:00.943 TAI <br /> 1958-01-01 00:00:00.002 UTC . . . 1960-01-01 00:00:00.000 UTC | 0.943 sec || 0.943 sec |- ! 8209 27F9 EFAA (+1290.9 sec) . . . 8209 27FA 1819 (+1386.4 sec) <br /> 1960-01-01 00:00:00.944 TAI . . . 1961-01-01 00:00:01.418 TAI <br /> 1960-01-01 00:00:00.000 UTC . . . 1961-01-01 00:00:00.000 UTC | 0.474 sec || 1.418 sec |- ! 8209 27FA 1819 (+1386.4 sec) <br /> 1961-01-01 00:00:01.418 TAI . . . 1961-01-01 00:00:01.423 TAI <br /> 1961-01-01 00:00:00.000 UTC | 0.005 sec || 1.423 sec |- ! 8209 27FA 1819 (+1386.4 sec) . . . 8209 27FA 2F85 (+406.6 sec) <br /> 1961-01-01 00:00:01.423 TAI . . . 1961-08-01 00:00:01.698 TAI <br /> 1961-01-01 00:00:00.000 UTC . . . 1961-08-01 00:00:00.000 UTC | 0.275 sec || 1.698 sec |- ! 8209 27FA 2F85 (+406.6 sec) <br /> 1961-08-01 00:00:01.698 TAI . . . 1961-08-01 00:00:01.648 TAI <br /> 1961-08-01 00:00:00.000 UTC | -0.050 sec || 1.648 sec |- ! 8209 27FA 2F85 (+406.6 sec) . . . 8209 27FA 406C (+621.8 sec) <br /> 1961-08-01 00:00:01.648 TAI . . . 1962-01-01 00:00:01.846 TAI <br /> 1961-08-01 00:00:00.000 UTC . . . 1962-01-01 00:00:00.000 UTC | 0.198 sec || 1.846 sec |- ! 8209 27FA 406C (+621.8 sec) . . . 8209 27FA 8A54 (+1622.5 sec) <br /> 1962-01-01 00:00:01.846 TAI . . . 1963-11-01 00:00:02.597 TAI <br /> 1962-01-01 00:00:00.000 UTC . . . 1963-11-01 00:00:00.000 UTC | 0.751 sec || 2.597 sec |- ! 8209 27FA 8A54 (+1622.6 sec) <br /> 1963-11-01 00:00:02.597 TAI . . . 1963-11-01 00:00:02.697 TAI <br /> 1963-11-01 00:00:00.000 UTC | 0.100 sec || 2.697 sec |- ! 8209 27FA 8A54 (+1622.6 sec) . . . 8209 27FA 9111 (+2147.7 sec) <br /> 1963-11-01 00:00:02.697 TAI . . . 1964-01-01 00:00:02.766 TAI <br /> 1963-11-01 00:00:00.000 UTC . . . 1964-01-01 00:00:00.000 UTC | 0.069 sec || 2.766 sec |- ! 8209 27FA 9111 (+2147.7 sec) . . . 8209 27FA 9B1F (+977.8 sec) <br /> 1964-01-01 00:00:02.766 TAI . . . 1964-04-01 00:00:02.884 TAI <br /> 1964-01-01 00:00:00.000 UTC . . . 1964-04-01 00:00:00.000 UTC | 0.118 sec || 2.884 sec |- ! 8209 27FA 9B1F (+977.9 sec) <br /> 1964-04-01 00:00:02.884 TAI . . . 1964-04-01 00:00:02.984 TAI <br /> 1964-04-01 00:00:00.000 UTC | 0.100 sec || 2.984 sec |- ! 8209 27FA 9B1F (+977.9 sec) . . . 8209 27FA AC06 (+1193.1 sec) <br /> 1964-04-01 00:00:02.984 TAI . . . 1964-09-01 00:00:03.182 TAI <br /> 1964-04-01 00:00:00.000 UTC . . . 1964-09-01 00:00:00.000 UTC | 0.198 sec || 3.182 sec |- ! 8209 27FA AC06 (+1193.2 sec) <br /> 1964-09-01 00:00:03.182 TAI . . . 1964-09-01 00:00:03.282 TAI <br /> 1964-09-01 00:00:00.000 UTC | 0.100 sec || 3.282 sec |- ! 8209 27FA AC06 (+1193.2 sec) . . . 8209 27FA B980 (+2243.4 sec) <br /> 1964-09-01 00:00:03.282 TAI . . . 1965-01-01 00:00:03.440 TAI <br /> 1964-09-01 00:00:00.000 UTC . . . 1965-01-01 00:00:00.000 UTC | 0.158 sec || 3.440 sec |- ! 8209 27FA B980 (+2243.5 sec) <br /> 1965-01-01 00:00:03.440 TAI . . . 1965-01-01 00:00:03.540 TAI <br /> 1965-01-01 00:00:00.000 UTC | 0.100 sec || 3.540 sec |- ! 8209 27FA B980 (+2243.5 sec) . . . 8209 27FA C005 (+1048.6 sec) <br /> 1965-01-01 00:00:03.540 TAI . . . 1965-03-01 00:00:03.617 TAI <br /> 1965-01-01 00:00:00.000 UTC . . . 1965-03-01 00:00:00.000 UTC | 0.076 sec || 3.617 sec |- ! 8209 27FA C005 (+1048.7 sec) <br /> 1965-03-01 00:00:03.617 TAI . . . 1965-03-01 00:00:03.717 TAI <br /> 1965-03-01 00:00:00.000 UTC | 0.100 sec || 3.717 sec |- ! 8209 27FA C005 (+1048.7 sec) . . . 8209 27FA CD7F (+2098.8 sec) <br /> 1965-03-01 00:00:03.717 TAI . . . 1965-07-01 00:00:03.875 TAI <br /> 1965-03-01 00:00:00.000 UTC . . . 1965-07-01 00:00:00.000 UTC | 0.158 sec || 3.875 sec |- ! 8209 27FA CD7F (+2098.9 sec) <br /> 1965-07-01 00:00:03.875 TAI . . . 1965-07-01 00:00:03.975 TAI <br /> 1965-07-01 00:00:00.000 UTC | 0.100 sec || 3.975 sec |- ! 8209 27FA CD7F (+2098.9 sec) . . . 8209 27FA D459 (+429.0 sec) <br /> 1965-07-01 00:00:03.975 TAI . . . 1965-09-01 00:00:04.055 TAI <br /> 1965-07-01 00:00:00.000 UTC . . . 1965-09-01 00:00:00.000 UTC | 0.080 sec || 4.055 sec |- ! 8209 27FA D459 (+429.1 sec) <br /> 1965-09-01 00:00:04.055 TAI . . . 1965-09-01 00:00:04.155 TAI <br /> 1965-09-01 00:00:00.000 UTC | 0.100 sec || 4.155 sec |- ! 8209 27FA D459 (+429.1 sec) . . . 8209 27FA E1D3 (+1479.3 sec) <br /> 1965-09-01 00:00:04.155 TAI . . . 1966-01-01 00:00:04.313 TAI <br /> 1965-09-01 00:00:00.000 UTC . . . 1966-01-01 00:00:00.000 UTC | 0.158 sec || 4.313 sec |- ! 8209 27FA E1D3 (+1479.3 sec) . . . 8209 27FB 35E5 (+2171.2 sec) <br /> 1966-01-01 00:00:04.313 TAI . . . 1968-02-01 00:00:06.286 TAI <br /> 1966-01-01 00:00:00.000 UTC . . . 1968-02-01 00:00:00.000 UTC | 1.973 sec || 6.286 sec |- ! 8209 27FB 35E5 (+2171.1 sec) <br /> 1968-02-01 00:00:06.286 TAI . . . 1968-02-01 00:00:06.186 TAI <br /> 1968-02-01 00:00:00.000 UTC | -0.100 sec || 6.186 sec |- ! 8209 27FB 35E5 (+2171.1 sec) . . . 8209 27FB D3E0 (+809.9 sec) <br /> 1968-02-01 00:00:06.186 TAI . . . 1972-01-01 00:00:09.891 TAI <br /> 1968-02-01 00:00:00.000 UTC . . . 1971-12-31 23:59:59.999 UTC | 3.707 sec || 9.892 sec |- ! 8209 27FB D3E0 (+809.9 sec) <br /> 1972-01-01 00:00:09.891 TAI . . . 1972-01-01 00:00:09.999 TAI <br /> 1971-12-31 23:59:59.999 UTC | 0.109 sec || 10.000 sec |} g7b78pm4j9d9ei9fspmbyjk09ak8pqv 2814558 2814556 2026-06-08T13:11:28Z Unitfreak 695864 /* Leap Seconds (1972 - Present) */ 2814558 wikitext text/x-wiki {| class=table style="width:100%;" |- | {{Original research}} | [https://physwiki.eeyabo.net/index.php/Main_Page <small>Development <br/>Area</small>] |} [[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> There have been over 700,000 realized Bully timestamps during the more than 65 years of modern atomic time keeping (1958 AD ... present). Given the availability of atomic clocks, it is anticipated that Bully timestamps will continue to be realized with great regularity for the foreseeable future. Each Bully timestamp should be considered "realized" after it occurs and is measured using precise clocks with an accuracy of <math>{10}^{-10}</math> or better. === Leap Seconds (1972 - Present) === The below table (derived from the Wikipedia "Leap Second" article), lists all leap second insertions that have occurred since the introduction of leap seconds in 1972. For each leap second insertion, the below table lists the preceding Bully timestamp (that had been "realized" immediately prior to the leap second insertion), and the subsequent Bully timestamp (that was "realized" immediately after the leap second insertion). A few details are worth noting in the table. The TAI and UTC already differed by 10 seconds at the beginning of 1972 due to rubber seconds ([https://en.m.wikiversity.org/wiki/Bully_Metric_Realized_Timestamps#Rubber_Seconds_(1958_-_1971) see discussion below]), so when Bully Timestamp 8209 27FB E7FB was realized, the TAI time was 1972-06-30 23:34:45 TAI, whereas UTC time was 1972-06-30 23:34:35 UTC. An additional 27 leap seconds were inserted into UTC during the period between 1972 and 2016, making a total of 37 leap seconds difference, so when Bully Timestamp 8209 2802 EBC0 was realized, the TAI time was 2017-01-01 00:32:00 TAI, whereas UTC time was 2017-01-01 00:31:23 UTC. You will also note that Bully timestamps are realized during TAI times with a seconds value ending in five or zero. The Bully timestamp and TAI both measure elapsed time as determined by atomic clocks, so these systems will always have this simple relationship. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Announced leap seconds to date |- ! Year !! 30 Jun !! 31 Dec !! Bully Timestamp !! International Atomic Time (TAI) !! Coordinated Universal Time (UTC) |- ! 1972 |bgcolor="lime"| +1 ||bgcolor="lime"| +1 || 8209 27FB E7FB <br /> 8209 27FB E7FC <br /> 8209 27FB FC4F <br /> 8209 27FB FC50 || 1972-06-30 23:34:45 TAI <br /> 1972-07-01 00:25:40 TAI <br /> 1972-12-31 23:45:05 TAI <br /> 1973-01-01 00:36:00 TAI || 1972-06-30 23:34:35 UTC <br /> 1972-07-01 00:25:29 UTC <br /> 1972-12-31 23:44:54 UTC <br /> 1973-01-01 00:35:48 UTC |- ! 1973 | 0 ||bgcolor="lime"| +1 || 8209 27FC 24A2 <br /> 8209 27FC 24A3 || 1973-12-31 23:57:50 TAI <br /> 1974-01-01 00:48:45 TAI || 1973-12-31 23:57:38 UTC <br /> 1974-01-01 00:48:32 UTC |- ! 1974 | 0 ||bgcolor="lime"| +1 || 8209 27FC 4CF4 <br /> 8209 27FC 4CF5 || 1974-12-31 23:19:40 TAI <br /> 1975-01-01 00:10:35 TAI || 1974-12-31 23:19:27 UTC <br /> 1975-01-01 00:10:21 UTC |- ! 1975 | 0 ||bgcolor="lime"| +1 || 8209 27FC 7547 <br /> 8209 27FC 7548 || 1975-12-31 23:32:25 TAI <br /> 1976-01-01 00:23:20 TAI || 1975-12-31 23:32:11 UTC <br /> 1976-01-01 00:23:05 UTC |- ! 1976 | 0 ||bgcolor="lime"| +1 || 8209 27FC 9DB6 <br /> 8209 27FC 9DB7 || 1976-12-31 23:30:50 TAI <br /> 1977-01-01 00:21:45 TAI || 1976-12-31 23:30:35 UTC <br /> 1977-01-01 00:21:29 UTC |- ! 1977 | 0 ||bgcolor="lime"| +1 || 8209 27FC C609 <br /> 8209 27FC C60A || 1977-12-31 23:43:35 TAI <br /> 1978-01-01 00:34:30 TAI || 1977-12-31 23:43:19 UTC <br /> 1978-01-01 00:34:13 UTC |- ! 1978 | 0 ||bgcolor="lime"| +1 || 8209 27FC EE5C <br /> 8209 27FC EE5D || 1978-12-31 23:56:20 TAI <br /> 1979-01-01 00:47:15 TAI || 1978-12-31 23:56:03 UTC <br /> 1979-01-01 00:46:57 UTC |- ! 1979 | 0 ||bgcolor="lime"| +1 || 8209 27FD 16AE <br /> 8209 27FD 16AF || 1979-12-31 23:18:10 TAI <br /> 1980-01-01 00:09:05 TAI || 1979-12-31 23:17:52 UTC <br /> 1980-01-01 00:08:46 UTC |- ! 1981 |bgcolor="lime"| +1 || 0 || 8209 27FD 531C <br /> 8209 27FD 531D || 1981-06-30 23:19:00 TAI <br /> 1981-07-01 00:09:55 TAI || 1981-06-30 23:18:41 UTC <br /> 1981-07-01 00:09:35 UTC |- ! 1982 |bgcolor="lime"| +1 || 0 || 8209 27FD 7B6F <br /> 8209 27FD 7B70 || 1982-06-30 23:31:45 TAI <br /> 1982-07-01 00:22:40 TAI || 1982-06-30 23:31:25 UTC <br /> 1982-07-01 00:22:19 UTC |- ! 1983 |bgcolor="lime"| +1 || 0 || 8209 27FD A3C2 <br /> 8209 27FD A3C3 || 1983-06-30 23:44:30 TAI <br /> 1983-07-01 00:35:25 TAI || 1983-06-30 23:44:09 UTC <br /> 1983-07-01 00:35:03 UTC |- ! 1985 |bgcolor="lime"| +1 || 0 || 8209 27FD F484 <br /> 8209 27FD F485 || 1985-06-30 23:55:40 TAI <br /> 1985-07-01 00:46:35 TAI || 1985-06-30 23:55:18 UTC <br /> 1985-07-01 00:46:12 UTC |- ! 1987 | 0 ||bgcolor="lime"| +1 || 8209 27FE 597D <br /> 8209 27FE 597E || 1987-12-31 23:40:35 TAI <br /> 1988-01-01 00:31:30 TAI || 1987-12-31 23:40:12 UTC <br /> 1988-01-01 00:31:06 UTC |- ! 1989 | 0 ||bgcolor="lime"| +1 || 8209 27FE AA3F <br /> 8209 27FE AA40 || 1989-12-31 23:51:45 TAI <br /> 1990-01-01 00:42:40 TAI || 1989-12-31 23:51:21 UTC <br /> 1990-01-01 00:42:15 UTC |- ! 1990 | 0 ||bgcolor="lime"| +1 || 8209 27FE D291 <br /> 8209 27FE D292 || 1990-12-31 23:13:35 TAI <br /> 1991-01-01 00:04:30 TAI || 1990-12-31 23:13:10 UTC <br /> 1991-01-01 00:04:04 UTC |- ! 1992 |bgcolor="lime"| +1 || 0 || 8209 27FF 0EFF <br /> 8209 27FF 0F00 || 1992-06-30 23:14:25 TAI <br /> 1992-07-01 00:05:20 TAI || 1992-06-30 23:13:59 UTC <br /> 1992-07-01 00:04:53 UTC |- ! 1993 |bgcolor="lime"| +1 || 0 || 8209 27FF 3752 <br /> 8209 27FF 3753 || 1993-06-30 23:27:10 TAI <br /> 1993-07-01 00:18:05 TAI || 1993-06-30 23:26:43 UTC <br /> 1993-07-01 00:17:37 UTC |- ! 1994 |bgcolor="lime"| +1 || 0 || 8209 27FF 5FA5 <br /> 8209 27FF 5FA6 || 1994-06-30 23:39:55 TAI <br /> 1994-07-01 00:30:50 TAI || 1994-06-30 23:39:27 UTC <br /> 1994-07-01 00:30:21 UTC |- ! 1995 | 0 ||bgcolor="lime"| +1 || 8209 27FF 9C4B <br /> 8209 27FF 9C4C || 1995-12-31 23:12:05 TAI <br /> 1996-01-01 00:03:00 TAI || 1995-12-31 23:11:36 UTC <br /> 1996-01-01 00:02:30 UTC |- ! 1997 |bgcolor="lime"| +1 || 0 || 8209 27FF D8B9 <br /> 8209 27FF D8BA || 1997-06-30 23:12:55 TAI <br /> 1997-07-01 00:03:50 TAI || 1997-06-30 23:12:25 UTC <br /> 1997-07-01 00:03:19 UTC |- ! 1998 | 0 ||bgcolor="lime"| +1 || 8209 2800 1560 <br /> 8209 2800 1561 || 1998-12-31 23:36:00 TAI <br /> 1999-01-01 00:26:55 TAI || 1998-12-31 23:35:29 UTC <br /> 1999-01-01 00:26:23 UTC |- ! 2005 | 0 ||bgcolor="lime"| +1 || 8209 2801 2FDC <br /> 8209 2801 2FDD || 2005-12-31 23:45:40 TAI <br /> 2006-01-01 00:36:35 TAI || 2005-12-31 23:45:08 UTC <br /> 2006-01-01 00:36:02 UTC |- ! 2008 | 0 ||bgcolor="lime"| +1 || 8209 2801 A8F0 <br /> 8209 2801 A8F1 || 2008-12-31 23:18:40 TAI <br /> 2009-01-01 00:09:35 TAI || 2008-12-31 23:18:07 UTC <br /> 2009-01-01 00:09:01 UTC |- ! 2012 |bgcolor="lime"| +1 || 0 || 8209 2802 3604 <br /> 8209 2802 3605 || 2012-06-30 23:45:00 TAI <br /> 2012-07-01 00:35:55 TAI || 2012-06-30 23:44:26 UTC <br /> 2012-07-01 00:35:20 UTC |- ! 2015 |bgcolor="lime"| +1 || 0 || 8209 2802 AEFC <br /> 8209 2802 AEFD || 2015-06-30 23:32:20 TAI <br /> 2015-07-01 00:23:15 TAI || 2015-06-30 23:31:45 UTC <br /> 2015-07-01 00:22:39 UTC |- ! 2016 | 0 ||bgcolor="lime"| +1 || 8209 2802 EBBF <br /> 8209 2802 EBC0 || 2016-12-31 23:41:05 TAI <br /> 2017-01-01 00:32:00 TAI || 2016-12-31 23:40:29 UTC <br /> 2017-01-01 00:31:23 UTC |} === Rubber Seconds (1958 - 1971) === [[File:Bully Timestamps in relation to rubber seconds.png|frame|center|text-bottom|Figure 2: Rubber Seconds]] Prior to 1972, the rate of UTC atomic clocks was offset from a pure atomic time scale by the BIH to remain synchronized with UT2, a practice known as the "rubber second" (see figure 2). The rate of UTC was decided at the start of each year. Alongside this shift in rate, an occasional 0.1&nbsp;s step (0.05&nbsp;s before 1963) was also implemented as needed. As shown in figure 2, for 1958-1961, the offset rate was −150 parts per 10{{sup|10}} (or 0.47 seconds per year). This stretching of UTC "rubber seconds" meant that fewer of them would occur during a Bully Timestamp. For example, during the 1958-1961 time period, each Bully timestamp was realized after exactly 3055 seconds TAI, which corresponded to 3054.999955264 seconds UTC. For 1962–63 the offset rate was set to −130 parts per 10{{sup|10}} (or 0.41 seconds per year, or 3054.999960285 seconds UTC per Bully timestamp), and then for 1964–65 the offset rate was returned to −150 parts per 10{{sup|10}}. The UTC rate of −150 parts per 10{{sup|10}} turned out to be notably inadequate during the 1964-1965 time period, and multiple 0.1&nbsp;s steps were needed (see figure 2). Beginning in 1966, the offset rate was set to −300 parts per 10{{sup|10}} (or 0.94 seconds per year, or 3054.99990835 seconds UTC per Bully timestamp), and this continued until the inauguration of Leap Seconds in 1972. At the beginning of 1958, the TAI and UTC clocks were in sync, with 1958-01-01 00:00:00.000 TAI occurring at the same time as 1958-01-01 00:00:00.000 UTC. By the end of 1972, the UTC clock had been adjusted (using rubber seconds and time steps) by ten leap seconds, so that 1972-01-01 00:00:10.003 TAI occurred at the same time as 1972-01-01 00:00:00.003 UTC. The following table illustrates the slow accumulation of leap seconds prior to 1972, resulting in this ten second difference. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Rubber Seconds and Accumulative (TAI - UTC) Time Delta |- ! Approximate Bully Timestamp <br /> Approximate International Atomic Time (TAI) <br /> Coordinated Universal Time (UTC) !! (ΔTAI - ΔUTC) !! Accumulative <br /> Difference |- ! 8209 27F9 9F04 (+2820.0 sec) . . . 8209 27F9 EFAA (+1290.9 sec) <br /> 1958-01-01 00:00:00.000 TAI . . . 1960-01-01 00:00:00.943 TAI <br /> 1958-01-01 00:00:00.002 UTC . . . 1960-01-01 00:00:00.000 UTC | 0.943 sec || 0.943 sec |- ! 8209 27F9 EFAA (+1290.9 sec) . . . 8209 27FA 1819 (+1386.4 sec) <br /> 1960-01-01 00:00:00.944 TAI . . . 1961-01-01 00:00:01.418 TAI <br /> 1960-01-01 00:00:00.000 UTC . . . 1961-01-01 00:00:00.000 UTC | 0.474 sec || 1.418 sec |- ! 8209 27FA 1819 (+1386.4 sec) <br /> 1961-01-01 00:00:01.418 TAI . . . 1961-01-01 00:00:01.423 TAI <br /> 1961-01-01 00:00:00.000 UTC | 0.005 sec || 1.423 sec |- ! 8209 27FA 1819 (+1386.4 sec) . . . 8209 27FA 2F85 (+406.6 sec) <br /> 1961-01-01 00:00:01.423 TAI . . . 1961-08-01 00:00:01.698 TAI <br /> 1961-01-01 00:00:00.000 UTC . . . 1961-08-01 00:00:00.000 UTC | 0.275 sec || 1.698 sec |- ! 8209 27FA 2F85 (+406.6 sec) <br /> 1961-08-01 00:00:01.698 TAI . . . 1961-08-01 00:00:01.648 TAI <br /> 1961-08-01 00:00:00.000 UTC | -0.050 sec || 1.648 sec |- ! 8209 27FA 2F85 (+406.6 sec) . . . 8209 27FA 406C (+621.8 sec) <br /> 1961-08-01 00:00:01.648 TAI . . . 1962-01-01 00:00:01.846 TAI <br /> 1961-08-01 00:00:00.000 UTC . . . 1962-01-01 00:00:00.000 UTC | 0.198 sec || 1.846 sec |- ! 8209 27FA 406C (+621.8 sec) . . . 8209 27FA 8A54 (+1622.5 sec) <br /> 1962-01-01 00:00:01.846 TAI . . . 1963-11-01 00:00:02.597 TAI <br /> 1962-01-01 00:00:00.000 UTC . . . 1963-11-01 00:00:00.000 UTC | 0.751 sec || 2.597 sec |- ! 8209 27FA 8A54 (+1622.6 sec) <br /> 1963-11-01 00:00:02.597 TAI . . . 1963-11-01 00:00:02.697 TAI <br /> 1963-11-01 00:00:00.000 UTC | 0.100 sec || 2.697 sec |- ! 8209 27FA 8A54 (+1622.6 sec) . . . 8209 27FA 9111 (+2147.7 sec) <br /> 1963-11-01 00:00:02.697 TAI . . . 1964-01-01 00:00:02.766 TAI <br /> 1963-11-01 00:00:00.000 UTC . . . 1964-01-01 00:00:00.000 UTC | 0.069 sec || 2.766 sec |- ! 8209 27FA 9111 (+2147.7 sec) . . . 8209 27FA 9B1F (+977.8 sec) <br /> 1964-01-01 00:00:02.766 TAI . . . 1964-04-01 00:00:02.884 TAI <br /> 1964-01-01 00:00:00.000 UTC . . . 1964-04-01 00:00:00.000 UTC | 0.118 sec || 2.884 sec |- ! 8209 27FA 9B1F (+977.9 sec) <br /> 1964-04-01 00:00:02.884 TAI . . . 1964-04-01 00:00:02.984 TAI <br /> 1964-04-01 00:00:00.000 UTC | 0.100 sec || 2.984 sec |- ! 8209 27FA 9B1F (+977.9 sec) . . . 8209 27FA AC06 (+1193.1 sec) <br /> 1964-04-01 00:00:02.984 TAI . . . 1964-09-01 00:00:03.182 TAI <br /> 1964-04-01 00:00:00.000 UTC . . . 1964-09-01 00:00:00.000 UTC | 0.198 sec || 3.182 sec |- ! 8209 27FA AC06 (+1193.2 sec) <br /> 1964-09-01 00:00:03.182 TAI . . . 1964-09-01 00:00:03.282 TAI <br /> 1964-09-01 00:00:00.000 UTC | 0.100 sec || 3.282 sec |- ! 8209 27FA AC06 (+1193.2 sec) . . . 8209 27FA B980 (+2243.4 sec) <br /> 1964-09-01 00:00:03.282 TAI . . . 1965-01-01 00:00:03.440 TAI <br /> 1964-09-01 00:00:00.000 UTC . . . 1965-01-01 00:00:00.000 UTC | 0.158 sec || 3.440 sec |- ! 8209 27FA B980 (+2243.5 sec) <br /> 1965-01-01 00:00:03.440 TAI . . . 1965-01-01 00:00:03.540 TAI <br /> 1965-01-01 00:00:00.000 UTC | 0.100 sec || 3.540 sec |- ! 8209 27FA B980 (+2243.5 sec) . . . 8209 27FA C005 (+1048.6 sec) <br /> 1965-01-01 00:00:03.540 TAI . . . 1965-03-01 00:00:03.617 TAI <br /> 1965-01-01 00:00:00.000 UTC . . . 1965-03-01 00:00:00.000 UTC | 0.076 sec || 3.617 sec |- ! 8209 27FA C005 (+1048.7 sec) <br /> 1965-03-01 00:00:03.617 TAI . . . 1965-03-01 00:00:03.717 TAI <br /> 1965-03-01 00:00:00.000 UTC | 0.100 sec || 3.717 sec |- ! 8209 27FA C005 (+1048.7 sec) . . . 8209 27FA CD7F (+2098.8 sec) <br /> 1965-03-01 00:00:03.717 TAI . . . 1965-07-01 00:00:03.875 TAI <br /> 1965-03-01 00:00:00.000 UTC . . . 1965-07-01 00:00:00.000 UTC | 0.158 sec || 3.875 sec |- ! 8209 27FA CD7F (+2098.9 sec) <br /> 1965-07-01 00:00:03.875 TAI . . . 1965-07-01 00:00:03.975 TAI <br /> 1965-07-01 00:00:00.000 UTC | 0.100 sec || 3.975 sec |- ! 8209 27FA CD7F (+2098.9 sec) . . . 8209 27FA D459 (+429.0 sec) <br /> 1965-07-01 00:00:03.975 TAI . . . 1965-09-01 00:00:04.055 TAI <br /> 1965-07-01 00:00:00.000 UTC . . . 1965-09-01 00:00:00.000 UTC | 0.080 sec || 4.055 sec |- ! 8209 27FA D459 (+429.1 sec) <br /> 1965-09-01 00:00:04.055 TAI . . . 1965-09-01 00:00:04.155 TAI <br /> 1965-09-01 00:00:00.000 UTC | 0.100 sec || 4.155 sec |- ! 8209 27FA D459 (+429.1 sec) . . . 8209 27FA E1D3 (+1479.3 sec) <br /> 1965-09-01 00:00:04.155 TAI . . . 1966-01-01 00:00:04.313 TAI <br /> 1965-09-01 00:00:00.000 UTC . . . 1966-01-01 00:00:00.000 UTC | 0.158 sec || 4.313 sec |- ! 8209 27FA E1D3 (+1479.3 sec) . . . 8209 27FB 35E5 (+2171.2 sec) <br /> 1966-01-01 00:00:04.313 TAI . . . 1968-02-01 00:00:06.286 TAI <br /> 1966-01-01 00:00:00.000 UTC . . . 1968-02-01 00:00:00.000 UTC | 1.973 sec || 6.286 sec |- ! 8209 27FB 35E5 (+2171.1 sec) <br /> 1968-02-01 00:00:06.286 TAI . . . 1968-02-01 00:00:06.186 TAI <br /> 1968-02-01 00:00:00.000 UTC | -0.100 sec || 6.186 sec |- ! 8209 27FB 35E5 (+2171.1 sec) . . . 8209 27FB D3E0 (+809.9 sec) <br /> 1968-02-01 00:00:06.186 TAI . . . 1972-01-01 00:00:09.891 TAI <br /> 1968-02-01 00:00:00.000 UTC . . . 1971-12-31 23:59:59.999 UTC | 3.707 sec || 9.892 sec |- ! 8209 27FB D3E0 (+809.9 sec) <br /> 1972-01-01 00:00:09.891 TAI . . . 1972-01-01 00:00:09.999 TAI <br /> 1971-12-31 23:59:59.999 UTC | 0.109 sec || 10.000 sec |} l6dxmz6wulg7p5yg3m1nqs3tchez3wu 0 322550 2814716 2761385 2026-06-08T23:44:23Z Jtneill 10242 /* Mindsets */ Simplify 1st sentence 2814716 wikitext text/x-wiki {{title|Fixed mindset vs growth mindset:<br>How do beliefs about ability and change affect motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Two young people demonstrating a lively conversation.jpg|thumb|Figure 1. Susie and Jeremy conversing about their exams]] ;Scenario Susie and Jeremy, who are friends in university, are notified of the dates of their upcoming exams. Jeremy starts to feel extremely anxious, and starts to remember his past negative experiences with exams. In contrast, Susie feels confident and is excited to complete the exams. Jeremy tells Susie that he is going to struggle to pass his exams and believes that he might fail one or two, whilst Susie shares that she is going to thoroughly prepare in order to receive a good mark (see Figure 1). When receiving their marks a couple of weeks later, Jeremy isn’t surprised with his low marks, and is simply relieved that he had passed. Susie is happy with most of her marks and feels motivated to try better next time. Jeremy believed that he would not be able to receive high marks in his exams, and instilled that idea furthermore by being content with just passing and not attempting to study well. Susie believes that she can receive good marks if she tries her best and consistently studies. These two different mindsets (fixed vs growth) can directly affect a persons’ behaviour and motivation levels. {{RoundBoxBottom}} [[File:Pop Art Cubism Mind in Cave by David S. Soriano.png|thumb|200x200px|Figure 2. Open vs. Closed Mindset]] In a world where we are constantly bombarded by the achievements, regrets, losses, and gains by those around us and online, it is likely that you have thought about what motivates people to do the things they do. You might have certain friends or family members that seem quite motivated and positive when faced with uncertainty or challenges, and some that are not so open and can often be rather avoidant towards them. Is it simply a personality trait and a matter of preference? Or is it something that has developed over a period of time as a result of their lived experiences? Susie and Jeremy’s experiences with their exams in the scenario above identify two different types of mindsets that directly influenced their behaviour and expectations with marks{{ic|Explain - what are these mindsets?}}. This chapter explores how a person’s beliefs about their abilities and change might affect motivation and behaviour. By looking at key psychological theories and research on mindsets, readers will have the opportunity to learn about what they are, how they are formed, and how they can influence aspects throughout their daily life. {{RoundBoxTop|theme=1}} '''Focus questions''' * What are fixed and growth mindsets? * How can certain{{vague}} mindsets be developed? * Can mindsets{{vague}} be changed? * Is it important to recognise how mindsets affect me?{{ic|Change to an open-ended question}} {{RoundBoxBottom}} ==Mindsets== Intelligence, behaviour, and personality have long been central areas of psychological research, leading to the study of mindsets. Mindsets can be described as certain beliefs that people may have regarding themselves, others, or certain topics, and greatly influence their motivations and behaviours. (Dweck & Leggett, 1988). Growth mindsets allow people to focus on the process of learning and self improvement, whilst those with fixed mindsets avoid challenges and view their capabilities or intelligence as something fixed{{f}}. Alvarado et al. (2024) highlights{{g}} how peoples’ mindsets can vary across different topics and that further study in motivation and beliefs can help educate and encourage people in adapting growth mindsets, which can help them develop learning goals and focus on self development. {{RoundBoxTop|theme=1}} [[File:Student and Teacher - Flickr - Wonderlane.jpg|thumb|Figure 3. Susan talking to Emily about her capabilities]] ;Case study Emily often had trouble with her math homework, and had always refused to accept help from her mother, Susan, who wished to help her throughout her academic journey. Emily, who is now about to have her final exams in university, finally musters up the courage to ask her mum for help. Emily tells Susan how she has never felt good enough to succeed in mathematics; no matter how much she tried to grasp and apply concepts she had learned in high school, she found it incredibly difficult to motivate herself to study in university. Emily had constantly been relying on her base knowledge in order to pass her math unit. Susan explains to Emily the importance of consistency in effort, and how difficult things almost always become enjoyable once you begin to learn from your mistakes and failures. {{RoundBoxBottom}} === Fixed mindset === A person with a fixed mindset can be described as viewing their own intelligence or capabilities as something that cannot be improved or changed–hence the term “static”{{f}}. They might avoid facing challenges that go beyond the scope of their ability and comfort; having low levels of self-esteem and motivation to improve. Fortunately, a fixed mindset is not permanent, and is able to be formed into a growth mindset with the right steps.{{f}} Tambun and Irawanto (2023) illustrate that a fixed mindset often functions as a “vicious reinforcing negative feedback loop, which makes it quite challenging for a person to attempt to change it. To help change a fixed mindset to a growth mindset, the person must make an effort to place more importance and focus on personal development and creating opportunities for success{{f}}. This can be further supported if the person has positive supporters, or people with growth mindsets in their life, as they would be able to focus on reducing negative and harmful thought patterns like shame and self-deprecation (Tambun & Irawanto, 2023). [[File:Healthy Mindset (HY).webm|thumb|200x200px|Figure 4. Mindsets{{expand}}|left]] Elliott and Dweck (1988) highlighted two major types of goals that people aim to achieve in certain situations: * performance goals, where the person only seeks positive feedback towards their abilities and avoids negative feedback; and * learning goals, where the person strives to improve their skills and abilities. Since performance goals focus on the person’s abilities and outcomes {{g}} it can lead to negative consequences on their motivation and self-esteem when faced with failure{{f}}. The person simply values the quickly achieved outcome and pays little attention or care towards the process that led them there; causing learned helplessness and lower motivation to overcome challenges (Elliott & Dweck, 1988). === Growth mindset === A growth mindset focuses on constant improvement; constantly recognising the importance of failure and striving to improve through facing challenges{{f}}. A person with this mindset often finds no difficulty in attempting to complete tasks that might be outside of their skill-range; possessing resilience and a positive attitude when faced with failure{{f}}. Those that have developed growth mindsets are able to utilise their shortcomings and will for self improvement to the best of their ability{{f}}. In contrast to people with fixed mindsets, they feel little negative consequences of shame towards their character; purely focusing on development and learning from their mistakes (Tambun & Irawanto, 2023). Whilst people with fixed mindsets are discovered to have performance goals, those with growth mindsets, however, aim towards learning goals{{f}}. Elliott and Dweck (1988) discovered that children with learning goals were willing to take on challenges and learn new skills, regardless of their beliefs about their skills. As learning goals purely focus on improving one’s skills and knowledge, people do not have to worry as much about failure or shame. Yeager and Dweck (2020) stated that growth mindsets allow people to achieve an overall better quality of life and well-being. People are able to achieve academic and career success, develop resilience, and maintain a strong sense of self. Dweck and Yeager (2019) highlighted that further research is required in order to better understand mindset interventions, and how mindsets affect motivation and behaviours. {{robelbox|theme=7|title=Quiz 1}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> Henry is an engineer that{{g}} has been working for a technology company for a couple of years. He often faces pressure from his colleagues and boss to complete his work ahead of schedule, but is never offered an appropriate schedule in order to complete his work on time. Henry understands the challenges his peers face as well, since they are also expected to go above and beyond in their work. While Henry regularly updates his boss regarding his progress with tasks, he tries to find new ways in order to increase his productivity and efficiency. Would you say that Henry has a growth mindset? |type="()"} + Yes - No </quiz> </div> {{RoundBoxBottom}} == How might they develop? == Haimovitz and Dweck (2017) discussed how mindsets are not something that can be inherently “passed down” through parents or other significant figures (e.g. school teachers), but can be developed through the interactions in which they receive praise or criticism. When directly focused on performance, children tend to place great importance on the outcome rather than the effort they might put in. As a result, when they are faced with setbacks or failure, it can lead to reduced motivation and an over-reliance on their inherent abilities (Dweck & Leggett,1988). [[File:ADO 5721.jpg|thumb|Figure 5. A teacher and her elementary school students]] Table 2 illustrates three different types of feedback that can be measured in order to identify what types of praise and criticism may affect children's motivation and behaviour. Across two studies that assessed the effects of criticism and praise, Kamins and Dweck (1999) found that children responded negatively when offered either positive or negative person-praise. Children that{{g}} were given positive person-praise displayed traits of learned helplessness, as they attributed their intelligence and capabilities as something fixed. Similarly, children that{{g}} were given negative person-praise displayed low levels of self-worth, and lower levels of motivation when further given tasks to complete. Overall, whilst person-criticism had significantly higher rates of affecting children’s self views and behaviour, negative outcome and process-criticism were also shown to affect mood, resilience, and self-worth (Kamins & Dweck, 1999). '''Table 1:''' Table that illustrates the different types of feedback recieved by students {| class="wikitable" !Type of Feedback !Praise !Criticism |- |'''Person''' |Feedback that displays a positive reaction towards the child (e.g. “I am so proud of you”) |Feedback that displays a negative reaction towards the child (e.g. “I am disappointed in you”) |- |'''Outcome''' |Feedback that displays a positive reaction towards the act (e.g. “That was a good way to do it”) |Feedback that displays a negative reaction towards the act (e.g. “That was the wrong way to do it”) |- |'''Process''' |Feedback that displays a positive reaction towards the method used (e.g. “you have tried so hard” or, “What are other ways that might also work” after praising their work. |Feedback that displays a negative reaction towards the method used by the child (e.g. “You should try this way instead” after pointing out their mistake) |} ''Note''. Adapted from Kamins and Dweck (1999) {{robelbox|theme=7|title=Quiz 2}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> Liam looks over at his friend’s computer screen and notices that he has completed a long quest in a video game; his screen displays various statistics including the types of combos used, and the amount of time it took till{{g}} the entire quest was completed. Liam makes a sarcastic comment about the difficult character he chose and tells him that the combos and strategies he used were not the correct way to complete major parts of the game. What type of feedback would his comment relate to the best? |type="()"} - Person-criticism - Outcome-praise + Process-criticism </quiz> </div> {{RoundBoxBottom}} == How can mindsets affect us? == As they form the basis of our motivation and behaviours, mindsets can affect us throughout various contexts. Mindsets are important in the academic setting as they directly affect teaching skills and students’ ability to learn (Kroeper et al., 2022). Mindsets can also affect our motivation to achieve career development and entrepreneurship (Burnette et al., 2020). Overall, having a fixed mindset can lower a person’s confidence and self-worth in the context of a particular field, whilst having a growth mindset can allow them to pursue self-improvement and develop resilience when faced with setbacks or failure{{f}}. === Education === Based on the mindset that a student has, they can form different goals towards their education. (Dweck & Leggett, 1988). Seen as the biggest source of knowledge and inspiration, teachers play a crucial role in influencing the way their students learn. Kroeper et al. (2022) highlights four major factors within teaching behaviours that strongly influence student mindsets: # Messages about Success: when teachers highlight factors that are likely to predict student success (e.g. consistent effort, asking for help, vs. innate intelligence or talent){{g}} # Provision of Opportunities: when teachers provide students many (vs. few) opportunities to practice tasks and more (vs. less) feedback to students.{{g}} # Responses to Struggle: when teachers provide support and offer useful strategies to students who are struggling (vs. not providing any support or responding with disapproval/negativity){{g}} # Value Placement: when teachers stress the importance of learning and praise student development (vs. focusing on students with innate talent and effortlessness){{g}} [[File:Students in a university classroom in Tennessee 05.jpg|left|thumb|Figure 6. Students in a classroom]] Frondozo et al. (2022) further highlights the importance of the teachers’ mindsets on their abilities, as they play a key role in motivation and engagement. Having a growth mindset regarding their teaching skills allows them to maintain a passion for teaching students, improve their teaching capabilities, and better manage their emotions and stress. In comparison, teachers that{{g}} were implied to have a fixed mindset were likely to suffer from depression and/or anxiety; interfering with their ability to maintain a healthy outlook on their career. Overall, having a growth mindset aids teachers in better understanding their students and challenges, which directly leads to better engagement with the classroom and other peers. === Career === Similar to the field of academics, career development is also affected by mindsets, motivation, and behaviours. While those with fixed mindsets showed lower interest and confidence in career development, people with growth mindsets show{{g}} greater levels of confidence and motivation in entrepreneurship, career development and academic interest (Burnette et al., 2020). A study by Burnette et al. (2020) discusses how growth mindsets are beneficial for entrepreneurship, and increase the likelihood of positive career development outcomes. A growth mindset intervention was successful in improving both entrepreneurial confidence and academic interest.{{expand}} == Conclusion == This chapter discusses the growth mindset and the fixed mindset, and how they affect motivation levels and behaviours. No mindsets are permanent, and can therefore be changed through self change and/or interventions. Additionally, they can also vary across contexts such as academics and careers. Fixed mindsets limit a person’s ability to change as they struggle to overcome challenges, may develop learned helplessness, and believe that their abilities are fixed and cannot be changed. In contrast, those with growth mindsets do not feel shame when faced with setbacks or failure, and strive for self-development by learning and improving on their mistakes. Maintaining a positive outlook on mistakes and learning helps those with growth mindsets develop and maintain a healthy well-being; creating a positive loop that can improve all other aspects in their lives. ==References== {{Hanging indent|1= Burnette, J. L., Pollack, J. M., Forsyth, R. B., Hoyt, C. L., Babij, A. D., Thomas, F. N., & Coy, A. E. (2020). A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development. Entrepreneurship Theory and Practice, 44(5), 878–908. https://doi.org/10.1177/1042258719864293 Dweck, C. S., & Leggett, E. L. (1988). A Social-Cognitive Approach to Motivation and Personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256 Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A View From Two Eras. Perspectives on Psychological Science, 14(3), 481–494. https://doi.org/10.1177/1745691618804166 Elliott, E. S., & Dweck, C. S. (1988). Goals: An Approach to Motivation and Achievement. Journal of Personality and Social Psychology, 54(1), 5–12. https://doi.org/10.1037/0022-3514.54.1.5 Frondozo, C. E., King, R. B., Nalipay, Ma. J. N., & Mordeno, I. G. (2022). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology (New Brunswick, N.J.), 41(8), 5030–5033. https://doi.org/10.1007/s12144-020-01008-4 Haimovitz, K., & Dweck, C. S. (2016). Parents’ Views of Failure Predict Children’s Fixed and Growth Intelligence Mind-Sets. Psychological Science, 27(6), 859–869. https://doi.org/10.1177/0956797616639727 Haimovitz, K., & Dweck, C. S. (2017). The Origins of Children’s Growth and Fixed Mindsets: New Research and a New Proposal. Child Development, 88(6), 1849–1859. https://doi.org/10.1111/cdev.12955 Kamins, M. L., & Dweck, C. S. (1999). Person Versus Process Praise and Criticism: Implications for Contingent Self-Worth and Coping. Developmental Psychology, 35(3), 835–847. https://doi.org/10.1037/0012-1649.35.3.835 Kroeper, K. M., Fried, A. C., & Murphy, M. C. (2022). Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students. Social Psychology of Education, 25(2–3), 371–398. https://doi.org/10.1007/s11218-022-09689-4 Ortiz Alvarado, N., Quintanilla Domínguez, C., Ayala Gaytan, E., & Del Castillo de la Fuente, E. (2024). Development and validation of the Multidimensional Mindset Scale: Growth and fixed mindsets. International Journal of Consumer Studies, 48(3), Article e13054. https://doi.org/10.1111/ijcs.13054 Tambun, T., & Irawanto, D. W. (2023). Value Driven Growth Mindset and Value Driven Fixed Mindset? APMBA (Asia Pacific Management and Business Application), 12(2), 137–142. https://doi.org/10.21776/ub.apmba.2023.012.02.1 Yeager, D. S., & Dweck, C. S. (2020). What Can Be Learned From Growth Mindset Controversies? The American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794 }} ==External links== * [https://www.mentalhealthacademy.com.au/blog/fixed-and-growth-mindsets-what-are-yours Fixed and Growth Mindsets: How Do They Impact Behaviour?] (Mental Health Academy) * [https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve The power of believing that you can improve] (TED Talks) *[https://www.edutopia.org/article/strategy-boosting-student-motivation-elementary-school/ A Strategy for Boosting Student Motivation] (Edutopia) *[https://www.givengrow.co/post/growth-mindset-basics-for-kids-a-sel-activity-for-kids-families-and-classrooms?gad_source=1&gad_campaignid=22575537291&gbraid=0AAAAAoXMLeSqUqhQkpsNeYp2s9tmaWI6Y&gclid=CjwKCAjwuePGBhBZEiwAIGCVS3kkLx8H8dcfBOkyCf3NdP_nBRD5o_HlaJxUN07GYcWZx13LgHqfORoCpegQAvD_BwE Growth Mindset for Beginners] (Give N' Grow) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mindset]] h6vg02fyoldkremdtsqn910wewxgipk 2814741 2814716 2026-06-09T03:22:58Z Jtneill 10242 + more specific category 2814741 wikitext text/x-wiki {{title|Fixed mindset vs growth mindset:<br>How do beliefs about ability and change affect motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Two young people demonstrating a lively conversation.jpg|thumb|Figure 1. Susie and Jeremy conversing about their exams]] ;Scenario Susie and Jeremy, who are friends in university, are notified of the dates of their upcoming exams. Jeremy starts to feel extremely anxious, and starts to remember his past negative experiences with exams. In contrast, Susie feels confident and is excited to complete the exams. Jeremy tells Susie that he is going to struggle to pass his exams and believes that he might fail one or two, whilst Susie shares that she is going to thoroughly prepare in order to receive a good mark (see Figure 1). When receiving their marks a couple of weeks later, Jeremy isn’t surprised with his low marks, and is simply relieved that he had passed. Susie is happy with most of her marks and feels motivated to try better next time. Jeremy believed that he would not be able to receive high marks in his exams, and instilled that idea furthermore by being content with just passing and not attempting to study well. Susie believes that she can receive good marks if she tries her best and consistently studies. These two different mindsets (fixed vs growth) can directly affect a persons’ behaviour and motivation levels. {{RoundBoxBottom}} [[File:Pop Art Cubism Mind in Cave by David S. Soriano.png|thumb|200x200px|Figure 2. Open vs. Closed Mindset]] In a world where we are constantly bombarded by the achievements, regrets, losses, and gains by those around us and online, it is likely that you have thought about what motivates people to do the things they do. You might have certain friends or family members that seem quite motivated and positive when faced with uncertainty or challenges, and some that are not so open and can often be rather avoidant towards them. Is it simply a personality trait and a matter of preference? Or is it something that has developed over a period of time as a result of their lived experiences? Susie and Jeremy’s experiences with their exams in the scenario above identify two different types of mindsets that directly influenced their behaviour and expectations with marks{{ic|Explain - what are these mindsets?}}. This chapter explores how a person’s beliefs about their abilities and change might affect motivation and behaviour. By looking at key psychological theories and research on mindsets, readers will have the opportunity to learn about what they are, how they are formed, and how they can influence aspects throughout their daily life. {{RoundBoxTop|theme=1}} '''Focus questions''' * What are fixed and growth mindsets? * How can certain{{vague}} mindsets be developed? * Can mindsets{{vague}} be changed? * Is it important to recognise how mindsets affect me?{{ic|Change to an open-ended question}} {{RoundBoxBottom}} ==Mindsets== Intelligence, behaviour, and personality have long been central areas of psychological research, leading to the study of mindsets. Mindsets can be described as certain beliefs that people may have regarding themselves, others, or certain topics, and greatly influence their motivations and behaviours. (Dweck & Leggett, 1988). Growth mindsets allow people to focus on the process of learning and self improvement, whilst those with fixed mindsets avoid challenges and view their capabilities or intelligence as something fixed{{f}}. Alvarado et al. (2024) highlights{{g}} how peoples’ mindsets can vary across different topics and that further study in motivation and beliefs can help educate and encourage people in adapting growth mindsets, which can help them develop learning goals and focus on self development. {{RoundBoxTop|theme=1}} [[File:Student and Teacher - Flickr - Wonderlane.jpg|thumb|Figure 3. Susan talking to Emily about her capabilities]] ;Case study Emily often had trouble with her math homework, and had always refused to accept help from her mother, Susan, who wished to help her throughout her academic journey. Emily, who is now about to have her final exams in university, finally musters up the courage to ask her mum for help. Emily tells Susan how she has never felt good enough to succeed in mathematics; no matter how much she tried to grasp and apply concepts she had learned in high school, she found it incredibly difficult to motivate herself to study in university. Emily had constantly been relying on her base knowledge in order to pass her math unit. Susan explains to Emily the importance of consistency in effort, and how difficult things almost always become enjoyable once you begin to learn from your mistakes and failures. {{RoundBoxBottom}} === Fixed mindset === A person with a fixed mindset can be described as viewing their own intelligence or capabilities as something that cannot be improved or changed–hence the term “static”{{f}}. They might avoid facing challenges that go beyond the scope of their ability and comfort; having low levels of self-esteem and motivation to improve. Fortunately, a fixed mindset is not permanent, and is able to be formed into a growth mindset with the right steps.{{f}} Tambun and Irawanto (2023) illustrate that a fixed mindset often functions as a “vicious reinforcing negative feedback loop, which makes it quite challenging for a person to attempt to change it. To help change a fixed mindset to a growth mindset, the person must make an effort to place more importance and focus on personal development and creating opportunities for success{{f}}. This can be further supported if the person has positive supporters, or people with growth mindsets in their life, as they would be able to focus on reducing negative and harmful thought patterns like shame and self-deprecation (Tambun & Irawanto, 2023). [[File:Healthy Mindset (HY).webm|thumb|200x200px|Figure 4. Mindsets{{expand}}|left]] Elliott and Dweck (1988) highlighted two major types of goals that people aim to achieve in certain situations: * performance goals, where the person only seeks positive feedback towards their abilities and avoids negative feedback; and * learning goals, where the person strives to improve their skills and abilities. Since performance goals focus on the person’s abilities and outcomes {{g}} it can lead to negative consequences on their motivation and self-esteem when faced with failure{{f}}. The person simply values the quickly achieved outcome and pays little attention or care towards the process that led them there; causing learned helplessness and lower motivation to overcome challenges (Elliott & Dweck, 1988). === Growth mindset === A growth mindset focuses on constant improvement; constantly recognising the importance of failure and striving to improve through facing challenges{{f}}. A person with this mindset often finds no difficulty in attempting to complete tasks that might be outside of their skill-range; possessing resilience and a positive attitude when faced with failure{{f}}. Those that have developed growth mindsets are able to utilise their shortcomings and will for self improvement to the best of their ability{{f}}. In contrast to people with fixed mindsets, they feel little negative consequences of shame towards their character; purely focusing on development and learning from their mistakes (Tambun & Irawanto, 2023). Whilst people with fixed mindsets are discovered to have performance goals, those with growth mindsets, however, aim towards learning goals{{f}}. Elliott and Dweck (1988) discovered that children with learning goals were willing to take on challenges and learn new skills, regardless of their beliefs about their skills. As learning goals purely focus on improving one’s skills and knowledge, people do not have to worry as much about failure or shame. Yeager and Dweck (2020) stated that growth mindsets allow people to achieve an overall better quality of life and well-being. People are able to achieve academic and career success, develop resilience, and maintain a strong sense of self. Dweck and Yeager (2019) highlighted that further research is required in order to better understand mindset interventions, and how mindsets affect motivation and behaviours. {{robelbox|theme=7|title=Quiz 1}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> Henry is an engineer that{{g}} has been working for a technology company for a couple of years. He often faces pressure from his colleagues and boss to complete his work ahead of schedule, but is never offered an appropriate schedule in order to complete his work on time. Henry understands the challenges his peers face as well, since they are also expected to go above and beyond in their work. While Henry regularly updates his boss regarding his progress with tasks, he tries to find new ways in order to increase his productivity and efficiency. Would you say that Henry has a growth mindset? |type="()"} + Yes - No </quiz> </div> {{RoundBoxBottom}} == How might they develop? == Haimovitz and Dweck (2017) discussed how mindsets are not something that can be inherently “passed down” through parents or other significant figures (e.g. school teachers), but can be developed through the interactions in which they receive praise or criticism. When directly focused on performance, children tend to place great importance on the outcome rather than the effort they might put in. As a result, when they are faced with setbacks or failure, it can lead to reduced motivation and an over-reliance on their inherent abilities (Dweck & Leggett,1988). [[File:ADO 5721.jpg|thumb|Figure 5. A teacher and her elementary school students]] Table 2 illustrates three different types of feedback that can be measured in order to identify what types of praise and criticism may affect children's motivation and behaviour. Across two studies that assessed the effects of criticism and praise, Kamins and Dweck (1999) found that children responded negatively when offered either positive or negative person-praise. Children that{{g}} were given positive person-praise displayed traits of learned helplessness, as they attributed their intelligence and capabilities as something fixed. Similarly, children that{{g}} were given negative person-praise displayed low levels of self-worth, and lower levels of motivation when further given tasks to complete. Overall, whilst person-criticism had significantly higher rates of affecting children’s self views and behaviour, negative outcome and process-criticism were also shown to affect mood, resilience, and self-worth (Kamins & Dweck, 1999). '''Table 1:''' Table that illustrates the different types of feedback recieved by students {| class="wikitable" !Type of Feedback !Praise !Criticism |- |'''Person''' |Feedback that displays a positive reaction towards the child (e.g. “I am so proud of you”) |Feedback that displays a negative reaction towards the child (e.g. “I am disappointed in you”) |- |'''Outcome''' |Feedback that displays a positive reaction towards the act (e.g. “That was a good way to do it”) |Feedback that displays a negative reaction towards the act (e.g. “That was the wrong way to do it”) |- |'''Process''' |Feedback that displays a positive reaction towards the method used (e.g. “you have tried so hard” or, “What are other ways that might also work” after praising their work. |Feedback that displays a negative reaction towards the method used by the child (e.g. “You should try this way instead” after pointing out their mistake) |} ''Note''. Adapted from Kamins and Dweck (1999) {{robelbox|theme=7|title=Quiz 2}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> Liam looks over at his friend’s computer screen and notices that he has completed a long quest in a video game; his screen displays various statistics including the types of combos used, and the amount of time it took till{{g}} the entire quest was completed. Liam makes a sarcastic comment about the difficult character he chose and tells him that the combos and strategies he used were not the correct way to complete major parts of the game. What type of feedback would his comment relate to the best? |type="()"} - Person-criticism - Outcome-praise + Process-criticism </quiz> </div> {{RoundBoxBottom}} == How can mindsets affect us? == As they form the basis of our motivation and behaviours, mindsets can affect us throughout various contexts. Mindsets are important in the academic setting as they directly affect teaching skills and students’ ability to learn (Kroeper et al., 2022). Mindsets can also affect our motivation to achieve career development and entrepreneurship (Burnette et al., 2020). Overall, having a fixed mindset can lower a person’s confidence and self-worth in the context of a particular field, whilst having a growth mindset can allow them to pursue self-improvement and develop resilience when faced with setbacks or failure{{f}}. === Education === Based on the mindset that a student has, they can form different goals towards their education. (Dweck & Leggett, 1988). Seen as the biggest source of knowledge and inspiration, teachers play a crucial role in influencing the way their students learn. Kroeper et al. (2022) highlights four major factors within teaching behaviours that strongly influence student mindsets: # Messages about Success: when teachers highlight factors that are likely to predict student success (e.g. consistent effort, asking for help, vs. innate intelligence or talent){{g}} # Provision of Opportunities: when teachers provide students many (vs. few) opportunities to practice tasks and more (vs. less) feedback to students.{{g}} # Responses to Struggle: when teachers provide support and offer useful strategies to students who are struggling (vs. not providing any support or responding with disapproval/negativity){{g}} # Value Placement: when teachers stress the importance of learning and praise student development (vs. focusing on students with innate talent and effortlessness){{g}} [[File:Students in a university classroom in Tennessee 05.jpg|left|thumb|Figure 6. Students in a classroom]] Frondozo et al. (2022) further highlights the importance of the teachers’ mindsets on their abilities, as they play a key role in motivation and engagement. Having a growth mindset regarding their teaching skills allows them to maintain a passion for teaching students, improve their teaching capabilities, and better manage their emotions and stress. In comparison, teachers that{{g}} were implied to have a fixed mindset were likely to suffer from depression and/or anxiety; interfering with their ability to maintain a healthy outlook on their career. Overall, having a growth mindset aids teachers in better understanding their students and challenges, which directly leads to better engagement with the classroom and other peers. === Career === Similar to the field of academics, career development is also affected by mindsets, motivation, and behaviours. While those with fixed mindsets showed lower interest and confidence in career development, people with growth mindsets show{{g}} greater levels of confidence and motivation in entrepreneurship, career development and academic interest (Burnette et al., 2020). A study by Burnette et al. (2020) discusses how growth mindsets are beneficial for entrepreneurship, and increase the likelihood of positive career development outcomes. A growth mindset intervention was successful in improving both entrepreneurial confidence and academic interest.{{expand}} == Conclusion == This chapter discusses the growth mindset and the fixed mindset, and how they affect motivation levels and behaviours. No mindsets are permanent, and can therefore be changed through self change and/or interventions. Additionally, they can also vary across contexts such as academics and careers. Fixed mindsets limit a person’s ability to change as they struggle to overcome challenges, may develop learned helplessness, and believe that their abilities are fixed and cannot be changed. In contrast, those with growth mindsets do not feel shame when faced with setbacks or failure, and strive for self-development by learning and improving on their mistakes. Maintaining a positive outlook on mistakes and learning helps those with growth mindsets develop and maintain a healthy well-being; creating a positive loop that can improve all other aspects in their lives. ==References== {{Hanging indent|1= Burnette, J. L., Pollack, J. M., Forsyth, R. B., Hoyt, C. L., Babij, A. D., Thomas, F. N., & Coy, A. E. (2020). A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development. Entrepreneurship Theory and Practice, 44(5), 878–908. https://doi.org/10.1177/1042258719864293 Dweck, C. S., & Leggett, E. L. (1988). A Social-Cognitive Approach to Motivation and Personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256 Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A View From Two Eras. Perspectives on Psychological Science, 14(3), 481–494. https://doi.org/10.1177/1745691618804166 Elliott, E. S., & Dweck, C. S. (1988). Goals: An Approach to Motivation and Achievement. Journal of Personality and Social Psychology, 54(1), 5–12. https://doi.org/10.1037/0022-3514.54.1.5 Frondozo, C. E., King, R. B., Nalipay, Ma. J. N., & Mordeno, I. G. (2022). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology (New Brunswick, N.J.), 41(8), 5030–5033. https://doi.org/10.1007/s12144-020-01008-4 Haimovitz, K., & Dweck, C. S. (2016). Parents’ Views of Failure Predict Children’s Fixed and Growth Intelligence Mind-Sets. Psychological Science, 27(6), 859–869. https://doi.org/10.1177/0956797616639727 Haimovitz, K., & Dweck, C. S. (2017). The Origins of Children’s Growth and Fixed Mindsets: New Research and a New Proposal. Child Development, 88(6), 1849–1859. https://doi.org/10.1111/cdev.12955 Kamins, M. L., & Dweck, C. S. (1999). Person Versus Process Praise and Criticism: Implications for Contingent Self-Worth and Coping. Developmental Psychology, 35(3), 835–847. https://doi.org/10.1037/0012-1649.35.3.835 Kroeper, K. M., Fried, A. C., & Murphy, M. C. (2022). Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students. Social Psychology of Education, 25(2–3), 371–398. https://doi.org/10.1007/s11218-022-09689-4 Ortiz Alvarado, N., Quintanilla Domínguez, C., Ayala Gaytan, E., & Del Castillo de la Fuente, E. (2024). Development and validation of the Multidimensional Mindset Scale: Growth and fixed mindsets. International Journal of Consumer Studies, 48(3), Article e13054. https://doi.org/10.1111/ijcs.13054 Tambun, T., & Irawanto, D. W. (2023). Value Driven Growth Mindset and Value Driven Fixed Mindset? APMBA (Asia Pacific Management and Business Application), 12(2), 137–142. https://doi.org/10.21776/ub.apmba.2023.012.02.1 Yeager, D. S., & Dweck, C. S. (2020). What Can Be Learned From Growth Mindset Controversies? The American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794 }} ==External links== * [https://www.mentalhealthacademy.com.au/blog/fixed-and-growth-mindsets-what-are-yours Fixed and Growth Mindsets: How Do They Impact Behaviour?] (Mental Health Academy) * [https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve The power of believing that you can improve] (TED Talks) *[https://www.edutopia.org/article/strategy-boosting-student-motivation-elementary-school/ A Strategy for Boosting Student Motivation] (Edutopia) *[https://www.givengrow.co/post/growth-mindset-basics-for-kids-a-sel-activity-for-kids-families-and-classrooms?gad_source=1&gad_campaignid=22575537291&gbraid=0AAAAAoXMLeSqUqhQkpsNeYp2s9tmaWI6Y&gclid=CjwKCAjwuePGBhBZEiwAIGCVS3kkLx8H8dcfBOkyCf3NdP_nBRD5o_HlaJxUN07GYcWZx13LgHqfORoCpegQAvD_BwE Growth Mindset for Beginners] (Give N' Grow) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mindset/Growth]] m95rjf1yk99zchrwh6aqj3iz0hcw424 0 322622 2814704 2756644 2026-06-08T22:17:28Z Jtneill 10242 /* Physiological */ 2814704 wikitext text/x-wiki {{title|Time perception and emotion:<br>How do emotional states distort our perception of time?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Dülmen, Kirchspiel, ehem. Sondermunitionslager Visbeck, "What if" -- 2023 -- 6686 (kreativ 2).jpg|right|thumb|150px|'''Figure 1'''. A clock which can be seen differently through different emotions]] ;Scenario Imagine sitting at an office desk for hours figuring out what tasks to complete, but the problem is everything's done and now you're stuck with nothing to do. You're constantly checking the time and counting down the hours until you're able to go home (see Figure 1). Now imagine you're catching up with friends and family on a Saturday evening. You see people you haven't seen in a while, there's amazing food platters being passed around and everyone seems to be getting along. You're excited and happy and completely unaware of the time passing by. {{RoundBoxBottom}} This chapter focuses on [[w:Time_perception|time perception]] and how [[w:Emotions|emotions]] change the way time is experienced. There are many instances where individuals believe time passes by faster than usual and instances where time passes by slower (e.g., see Figure 1). These situations can be explained by how often an individual checks the time during the occurring events, what the physiological responses are, as well the individuals{{g}} [[w:Circadian_rhythm|circadian rhythm]]. Situations involving fear responses can also be explained by the [[w:Scalar_expectancy_theory|scalar expectancy theory]]. Bases on current understanding, happiness creates a quick perception of time whereas fear and sadness elicit a slow perception of time. {{RoundBoxTop|theme=3}} '''Focus questions''' * Which emotions most commonly impact the perception of time? * What characteristics of sadness impact the perception of time? * Why does fear elicit a slow perception of time? * Why does happiness elicit a fast perception of time? {{RoundBoxBottom}} == Emotions and time perception == Time is an objective concept, however time perception is a subjective concept and this is because of the way individuals perceive time based on their biological and physiological state. Time perception can be influenced by many factors like level of motivation on a task, age, [[w:Biological_clock|biological clock]], and attention (Britannica, 2009; Gable et al., 2012; Lake & Meck, 2013). These factors can speed up or slow down the perception of time. More specifically, research has found that different emotional states illicit different perceptions of time. Emotions are an important concept, they shape every thought and behaviour, and this chapter looks at how emotions influence the distortion of time. Negative feelings such anxiety, stress and depression can slow down the perception of time, whereas positive emotions like happiness can illicit a fast perception of time. Many studies have found that individuals with ADHD, depression, and schizophrenia have an impaired perception of time (Fontes et al, 2016). Understanding how emotions can distort time can allow individuals to better regulate emotions and be proactive in daily life, as well as creating ways to improve impaired time perception. [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Wheel of emotions]] '''Emotions''' Emotions are complex and multidimensional (see Figure 2). They are biological reactions that prepare the body to adapt to situations (Reeve, 2024, p. 231). Emotions can be understood by the four dimensions: # Bodily responses # Expressive behaviours # Sense of purpose # Feelings Bodily response is about the activation of the neural and biological response systems, which includes activity in the brain and the endocrine systems. These systems prepare and regulate the body during different emotions. Expressive behaviours is the communication aspect of emotions. These include social signals, facial expressions and tone of voice to signal how we feel during a given situation. A sense of purpose is the functional aspect to coping, it is the impulse to take action which explains why individuals do certain things during certain emotions. Different emotions elicit different actions such as apologising when feeling guilty, this is also called a goal-directed motivation state. The last dimension is about the subjective experience and cognitive interpretation of the given situation. These dimensions occur once emotions have risen which begin from significant life events. During these events, the brain uses a pattern of neural activity to process the situation which activates the cognitive and biological processes. After these processes take place, the dimensions of emotions are activated (Reeve, 2024, p234). Table 1. Overview of three basic emotions {| class="wikitable" |+ ! !Description |- |Happy |A feeling of enjoyment from a number of behaviours and events. |- |Sad |A response to the loss of something or someone which the individual has attachments to. |- |Fear |The response to a threat which activates the urge to flight or freeze. |} <small>Source: [https://journals.sagepub.com/doi/10.1177/1754073911410740 What is Meant by Calling Emotions Basic](2011)</small> == Happiness == Happiness is a strong positive emotion that is usually felt during an experience of emotional satisfaction. Happiness comes from a range of events such as achievements, fulfilling needs, receiving love and pleasant surprises (Reeve, 2024, p282). There are three main functions of happiness, it increases engagement in social activities and interactions, it releases positive feelings which creates a happy environment and can reduce any negative emotion and lastly, happiness broadens our attention and creates the urge to be creative and have fun. During times of happiness, individuals feel joyous, outgoing, and optimistic. When experiencing this emotion, individuals tend to notice that the time moves quick which comes from the lack of attention on the time and the high levels of [[w:Dopamine|dopamine]] being released. === Attention === When individuals are happy they notice that time flies by, {{g}} this comes from the lack of focus on the time and more on the event itself. Giovinazzo & Novarese (2015) found that the perception of time is shorter when individuals are happier which makes them inattentive. When individuals are present in the moment, there is less awareness on the passage of time because all the attention is set onto the event that creates the positive emotion. It is also believed that a positive state with high motivation shortens the perception of time (Gable et al., 2012) meaning that the more happier and motivated an individual is then the quicker the time will pass. {{RoundBoxTop|theme=3}} '''Example''' Going to a theme park with family and riding all the rides, and finally realising that you've spent 6 hours there and time flew by. {{RoundBoxBottom}} This example elaborates on the research on time perception and attention when experiencing happiness. Once individuals divert their attention onto the event, time will become shorter because there is a lack of monitoring the time.{{f}} === The dopamine clock hypothesis === Neurotransmitters like dopamine is {{g}} a chemical in the brain which is produced by the substantia nigra, ventral tegmental area, and hypothalamus (Olguin et al., 2015). It is commonly known for its role in reward and movement but also plays a role in the perception of time. The dopamine clock hypothesis explains that increased levels of dopamine speed up the sense of time (Simen & Matell, 2018). This occurs when dopamine gets released during happy activities (Lake & Meck, 2013) or reward-related events. When the internal clock runs quicker, intervals of time are perceived to be shorter than they actually are which is there perception of time speeding up. This also explains why there is a higher level of attention on the event rather than the time. {{Robelbox|theme=5|title=Quiz time!|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}} <div style="{{Robelbox/pad}}"> <quiz display=simple> {Why do individuals experience a fast perception of time when happy? |type="()"} - The scalar expectancy theory - Individuals focus so much on the time that it goes by quick + There is more focus on the event than on the time {The increase of dopamine adds to a faster perception of time. |type="()"} + True - False </quiz> </div> {{Robelbox/close}} == Sadness == Sadness is known to be one of the most negative, disliked emotions. This emotion is split into experiences of separation or failure (Reeve, 2024, p280). Separation can come from the loss of a loved one through different circumstances (divorce, death, or travel), or a place, or job. Individuals may seem inactive, lethargic or withdrawn when these circumstances arise. Whereas failure comes from losing competitions, failing tests, and being rejected. When individuals experience sadness, they tend to notice that time slows down down which comes from the constant attention to the time and physiological changes.{{f}} === Attention === Feelings of sadness are the opposite of feelings of happiness, which means when individuals are feeling sad or upset, they tend to notice the time going slower. This is because there is more focus and attention drawn to the time to figure out when the period of sadness will disappear, the subjective experience of time is altered to a slower perception of time{{f}}. The constant attention to negative feelings is what leads to a slow perception of time{{f}}. === Physiological === Emotions of sadness are the opposite of happiness, which also means individuals will be lacking dopamine during periods of sadness. Dopamine is known as the 'feel good' chemical because it is released during happy events, which clarifies why there will be low levels of dopamine during sad events. When levels of dopamine are low then it will lead to a slow perception of time. This is because the lack of dopamine affects attention, reducing the attention on events which makes the brain less engaged on the event and more focused on the passage of time.{{f}} {{RoundBoxTop|theme=3}} '''Example''' Going through a break up and spending all day in bed watching the time pass by. {{RoundBoxBottom}} The biological clock can also be impacted by the way individuals see time during depressed and sad moods. Depressed individuals reported to have experience a slow perception of time (Mioni et al., 2016) which can be caused by changes in the circadian rhythm (Ren et al., 2023). This occurs when cognitive impairments from depression disrupt the circadian rhythm causing the biological clock to depict time differently{{f}}. The insula cortex {{g}} which is responsible for processing emotions is also important for processing time. This area is activated during different emotions which distort the way we feel time passing by (Ogden, 2025). In this case, when experiencing sadness, the perception of time will subjectively be slow. == Fear == [[File:Scared Girl.jpg|thumb|'''Figure 3.''' A girl frightened after a sudden event]] Fear arises when events are interpreted as dangerous or a threat to the individual (see Figure 3). Reeve (2024, p274) listed that the most common fear-activating situations come from situations that may involve physical or psychological harm, being in danger, and the expectation that one's ability may not match future expectations. Fear is about protecting oneself, {{g}} it creates the sensation known as 'fight' or 'flight' where individuals tend to shiver, look around, feel nervous or escape and withdraw from the situation. Fear is experienced differently for different situations, {{g}} some individuals may feel time moving slow and some may experience time moving fast, these concepts comes from the scalar expectancy theory and physiological changes. === Scalar expectancy theory === Created by Gibbon (1977), the scalar expectancy theory (SET) explains how animals and humans experience different durations of time. This model works by using an internal clock to track pulses of time and comparing it to other stored memories (Morillon et al., 2009). The model is broken up into three processing stages, the collating level, counting level and comparing level. The collating level is about tracking the duration of events, a counting level reads out the time from the collating level, and the comparing level is about comparing the time to abstract temporal references. SET can be used to measure whether fear causes a change in perception of time. Based on SET, a study has found that high emotional stimuli resulted in longer perceived duration (Noulhiane et al., 2007; Fayolle et al., 2015), this includes anticipated fear which can also lengthen perceived time. In a study conducted by Cui et al. (2018) {{g}} the goal was to examine effects of unpredictable and predictable fearful stimuli on perceived durations. It was found that unpredictable fearful stimuli sped up the perception of time whereas predictable fearful stimuli slowed down the perception of time. This may be due to increasing arousal for a long duration and waiting for the predictable stimuli which resulted in a long estimation for the duration of the event. As well as the judgement on fear-inducing stimuli taking longer than the other stimuli because of the attention that was created {{g}} (Grommet et al., 2011). === Physiological === Fear is an emotion that can elicit both fast and slow perceptions of time, {{g}} for example, Cui et al. (2018) stated that unpredictable fearful stimuli sped up time whereas unpredictable stimuli slowed down time {{huh}}. This means that the perception of time will be different depending on fear inducing event that is occurring. An example of this is shown in a study by Arstila (2012), it was found that life threatening fear induced situations slowed down the perception of time. {{RoundBoxTop|theme=3}} '''Example''' Going to the movies to watch a horror film and waiting for the scary scenes to pop up.{{ic|Explain how this might affect the perception of time}} {{RoundBoxBottom}} Cases may be different for individuals with anxiety, {{g}} a study found the difference between fear and anxiety and found that anxiety had a faster perception of time when in anxiety induced events (Sarigiannidis et al., 2020). This can happen due to having a condensed memory making time feel fast. Individuals can also be put into high-arousing negative events which they believe to last longer than it was (Buetti & Lleras, 2012). This mainly happens when the amygdala becomes active and releases stress hormones, this process increases attention to the time which leads to a slow perception of time (Sarigiannidis et al., 2020; Yuan et al., 2020). Other parts of the brain are also used, {{g}} an example of this is shown in a study conducted by Droit-Volet et al. (2011). Films were used to elicit different emotional responses from participants to measure time perception. It was found that fear slowed down the perception of time which was due to the automatic activation of the nervous system which was also from the internal clock which relies on the brain. When information increases fear then more time units are produced which lengthens time perception. {{Robelbox|theme=5|title=Quiz|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}} <div style="{{Robelbox/pad}}"> <quiz display=simple> {What can the scalar expectancy theory measure? |type="()"} - The different levels of fear + Whether there was a change in perception of time - Finds out which emotion affects time perception {Different types of fearful events elicit different perceptions of time. |type="()"} - False + True </quiz> </div> {{Robelbox/close}} ==Conclusion== Emotions influence our perception of time, whether these emotions are happiness, sadness or fear, it will change the way time is experienced. Research has pointed to happiness, sadness, and fear being the emotions to most commonly impact time perception. When individuals feel happy, time goes faster due to the lack of attention on time and physiological changes which is explained by the dopamine clock hypothesis. On the other hand, when individuals feel sad, time is likely to go slower due to the increase of attention on time and different areas of the brain being activated to increase time perception. Fear can elicit both slow and fast changes in time, based on the event that causes fear. The scalar expectancy theory explains that individuals are likely to experience a slow perception of time when fear is anticipated, overall, physiological changes including anxiety can change the way every individual experiences time {{rewrite}}. The key take away is that emotions are a significant factor of {{awkward}} how and why time distortion occurs. Further research should aim to address other emotions and dive deeper into the biological reasonings for greater insight. ==See also== * [[w:Scalar_Expectancy_Theory|Scalar expectancy theory]] (Wikipedia) * [[Motivation and emotion/Book/2024/Emotion preferences|What do people want to feel and why?]] (Book chapter, 2024) ==References== {{Hanging indent|1= Arstila, V. (2012). Time slows down during accidents. ''Frontiers in psychology'', ''3'', 196. https://doi.org/10.3389/fpsyg.2012.00196 Buetti, S., & Lleras, A. (2012). Perceiving control over aversive and fearful events can alter how we experience those events: an investigation of time perception in spider-fearful individuals. ''Frontiers in psychology'', ''3'', 337. https://doi.org/10.3389/fpsyg.2012.00337 Cui, Q., Zhao, K., Chen, Y. H., Zheng, W., & Fu, X. (2018). Opposing subjective temporal experiences in response to unpredictable and predictable fear-relevant stimuli. ''Frontiers in Psychology'', ''9'', 360. https://doi.org/10.3389/fpsyg.2018.00360 Di Giovinazzo, V., & Novarese, M. (2016). The meaning of happiness: attention and time perception. ''Mind & Society'', ''15''(2), 207–218. http://dx.doi.org/10.1007/s11299-015-0180-1 Droit-Volet, S., Fayolle, S. L., & Gil, S. (2011). Emotion and time perception: effects of film-induced mood. ''Frontiers in integrative neuroscience, 5'', 33. https://doi.org/10.3389/fnint.2011.00033 Fayolle, S., Gil, S., & Droit-Volet, S. (2015). Fear and time: Fear speeds up the internal clock. ''Behavioural processes'', ''120'', 135–140. https://doi.org/10.1016/j.beproc.2015.09.014 Fontes, R., Ribeiro, J., Gupta, D. S., Machado, D., Lopes-Júnior, F., Magalhães, F.,  & Teixeira, S. (2016). Time perception mechanisms at central nervous system. ''Neurology international'', ''8''(1), 5939. https://doi.org/10.4081/ni.2016.5939 Gable, P. A., & Poole, B. D. (2012). Time flies when you’re having approach-motivated fun: Effects of motivational intensity on time perception. ''Psychological science'', ''23''(8), 879–886. https://doi.org/10.1177/0956797611435817 Grommet, E. K., Droit-Volet, S., Gil, S., Hemmes, N. S., Baker, A. H., & Brown, B. L. (2011). Time estimation of fear cues in human observers. ''Behavioural processes'', ''86''(1), 88–93. https://doi.org/10.1016/j.beproc.2010.10.003 Juárez Olguín, H., Calderón Guzmán, D., Hernández García, E., & Barragán Mejía, G. (2016). The role of dopamine and its dysfunction as a consequence of oxidative stress. ''Oxidative medicine and cellular longevity'', ''2016''(1), 9730467. https://doi.org/10.1155/2016/9730467 Lake, J. I., & Meck, W. H. (2013). Differential effects of amphetamine and haloperidol on temporal reproduction: dopaminergic regulation of attention and clock speed. ''Neuropsychologia'', ''51''(2), 284–292. https://doi.org/10.1016/j.neuropsychologia.2012.09.014 Mills, K. (2025). ''Speaking of Psychology: Time going too fast? How to slow it down, with Ruth Ogden, PhD''. APA. https://www.apa.org/news/podcasts/speaking-of-psychology/time-passage Mioni, G., Stablum, F., Prunetti, E., & Grondin, S. (2016). Time perception in anxious and depressed patients: A comparison between time reproduction and time production tasks. ''Journal of affective disorders'', ''196'', 154–163. https://doi.org/10.1016/j.jad.2016.02.047 Morillon, B., Kell, C. A., & Giraud, A. L. (2009). Three stages and four neural systems in time estimation. ''Journal of Neuroscience'', ''29''(47), 14803-14811. https://doi.org/10.1523/JNEUROSCI.3222-09.2009 Noulhiane, M., Mella, N., Samson, S., Ragot, R., & Pouthas, V. (2007). How emotional auditory stimuli modulate time perception. ''Emotion'', ''7''(4), 697. [[doi:10.1037/1528-3542.7.4.697|https://doi.org/10.1037/1528-3542.7.4.69]] Ren, H., Zhang, Q., Ren, Y., Zhou, Q., Fang, Y., Huang, L., & Li, X. (2023). Characteristics of psychological time in patients with depression and potential intervention strategies. ''Frontiers in psychiatry'', ''14'', 1173535. https://doi.org/10.3389/fpsyt.2023.1173535   Sarigiannidis, I., Grillon, C., Ernst, M., Roiser, J. P., & Robinson, O. J. (2020). Anxiety makes time pass quicker while fear has no effect. ''Cognition'', ''197'', 104116. https://doi.org/10.1016/j.cognition.2019.104116 Simen, P., & Matell, M. (2016). Why does time seem to fly when we're having fun?. ''science'', ''354''(6317), 1231–1232. <nowiki>https://doi.org/10.1126/science.aal4021</nowiki> West, L.J., Fraisse, P. (2024). ''time perception''. ''Encyclopedia Britannica''. https://www.britannica.com/science/time-perception Yuan, J., Li, L., & Tian, Y. (2020). Automatic suppression reduces anxiety-related overestimation of time perception. ''Frontiers in Physiology'', ''11'', 537778. https://doi.org/10.3389/fphys.2020.537778 }} ==External links== {{ic|Use alphabetical order}} * [https://www.britannica.com/science/time-perception Time perception] (Britannica) * [https://journals.sagepub.com/doi/10.1177/1754073911410740 What is meant by calling emotions basic] (SageJournals) *[https://www.simonsfoundation.org/2017/01/20/dopamine-cells-influence-our-perception-of-time/ Dopamine cells influence our perception of time] (Simons foundation) * [https://www.nigms.nih.gov/education/fact-sheets/Pages/circadian-rhythms Circadian rhythms] (NIGMS) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Time]] 8vvwq37cwab86u09n3470zqh6r8akbv 2814707 2814704 2026-06-08T22:21:52Z Jtneill 10242 /* See also */ Tidy 2814707 wikitext text/x-wiki {{title|Time perception and emotion:<br>How do emotional states distort our perception of time?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Dülmen, Kirchspiel, ehem. Sondermunitionslager Visbeck, "What if" -- 2023 -- 6686 (kreativ 2).jpg|right|thumb|150px|'''Figure 1'''. A clock which can be seen differently through different emotions]] ;Scenario Imagine sitting at an office desk for hours figuring out what tasks to complete, but the problem is everything's done and now you're stuck with nothing to do. You're constantly checking the time and counting down the hours until you're able to go home (see Figure 1). Now imagine you're catching up with friends and family on a Saturday evening. You see people you haven't seen in a while, there's amazing food platters being passed around and everyone seems to be getting along. You're excited and happy and completely unaware of the time passing by. {{RoundBoxBottom}} This chapter focuses on [[w:Time_perception|time perception]] and how [[w:Emotions|emotions]] change the way time is experienced. There are many instances where individuals believe time passes by faster than usual and instances where time passes by slower (e.g., see Figure 1). These situations can be explained by how often an individual checks the time during the occurring events, what the physiological responses are, as well the individuals{{g}} [[w:Circadian_rhythm|circadian rhythm]]. Situations involving fear responses can also be explained by the [[w:Scalar_expectancy_theory|scalar expectancy theory]]. Bases on current understanding, happiness creates a quick perception of time whereas fear and sadness elicit a slow perception of time. {{RoundBoxTop|theme=3}} '''Focus questions''' * Which emotions most commonly impact the perception of time? * What characteristics of sadness impact the perception of time? * Why does fear elicit a slow perception of time? * Why does happiness elicit a fast perception of time? {{RoundBoxBottom}} == Emotions and time perception == Time is an objective concept, however time perception is a subjective concept and this is because of the way individuals perceive time based on their biological and physiological state. Time perception can be influenced by many factors like level of motivation on a task, age, [[w:Biological_clock|biological clock]], and attention (Britannica, 2009; Gable et al., 2012; Lake & Meck, 2013). These factors can speed up or slow down the perception of time. More specifically, research has found that different emotional states illicit different perceptions of time. Emotions are an important concept, they shape every thought and behaviour, and this chapter looks at how emotions influence the distortion of time. Negative feelings such anxiety, stress and depression can slow down the perception of time, whereas positive emotions like happiness can illicit a fast perception of time. Many studies have found that individuals with ADHD, depression, and schizophrenia have an impaired perception of time (Fontes et al, 2016). Understanding how emotions can distort time can allow individuals to better regulate emotions and be proactive in daily life, as well as creating ways to improve impaired time perception. [[File:Plutchik-wheel.svg|thumb|'''Figure 2.''' Wheel of emotions]] '''Emotions''' Emotions are complex and multidimensional (see Figure 2). They are biological reactions that prepare the body to adapt to situations (Reeve, 2024, p. 231). Emotions can be understood by the four dimensions: # Bodily responses # Expressive behaviours # Sense of purpose # Feelings Bodily response is about the activation of the neural and biological response systems, which includes activity in the brain and the endocrine systems. These systems prepare and regulate the body during different emotions. Expressive behaviours is the communication aspect of emotions. These include social signals, facial expressions and tone of voice to signal how we feel during a given situation. A sense of purpose is the functional aspect to coping, it is the impulse to take action which explains why individuals do certain things during certain emotions. Different emotions elicit different actions such as apologising when feeling guilty, this is also called a goal-directed motivation state. The last dimension is about the subjective experience and cognitive interpretation of the given situation. These dimensions occur once emotions have risen which begin from significant life events. During these events, the brain uses a pattern of neural activity to process the situation which activates the cognitive and biological processes. After these processes take place, the dimensions of emotions are activated (Reeve, 2024, p234). Table 1. Overview of three basic emotions {| class="wikitable" |+ ! !Description |- |Happy |A feeling of enjoyment from a number of behaviours and events. |- |Sad |A response to the loss of something or someone which the individual has attachments to. |- |Fear |The response to a threat which activates the urge to flight or freeze. |} <small>Source: [https://journals.sagepub.com/doi/10.1177/1754073911410740 What is Meant by Calling Emotions Basic](2011)</small> == Happiness == Happiness is a strong positive emotion that is usually felt during an experience of emotional satisfaction. Happiness comes from a range of events such as achievements, fulfilling needs, receiving love and pleasant surprises (Reeve, 2024, p282). There are three main functions of happiness, it increases engagement in social activities and interactions, it releases positive feelings which creates a happy environment and can reduce any negative emotion and lastly, happiness broadens our attention and creates the urge to be creative and have fun. During times of happiness, individuals feel joyous, outgoing, and optimistic. When experiencing this emotion, individuals tend to notice that the time moves quick which comes from the lack of attention on the time and the high levels of [[w:Dopamine|dopamine]] being released. === Attention === When individuals are happy they notice that time flies by, {{g}} this comes from the lack of focus on the time and more on the event itself. Giovinazzo & Novarese (2015) found that the perception of time is shorter when individuals are happier which makes them inattentive. When individuals are present in the moment, there is less awareness on the passage of time because all the attention is set onto the event that creates the positive emotion. It is also believed that a positive state with high motivation shortens the perception of time (Gable et al., 2012) meaning that the more happier and motivated an individual is then the quicker the time will pass. {{RoundBoxTop|theme=3}} '''Example''' Going to a theme park with family and riding all the rides, and finally realising that you've spent 6 hours there and time flew by. {{RoundBoxBottom}} This example elaborates on the research on time perception and attention when experiencing happiness. Once individuals divert their attention onto the event, time will become shorter because there is a lack of monitoring the time.{{f}} === The dopamine clock hypothesis === Neurotransmitters like dopamine is {{g}} a chemical in the brain which is produced by the substantia nigra, ventral tegmental area, and hypothalamus (Olguin et al., 2015). It is commonly known for its role in reward and movement but also plays a role in the perception of time. The dopamine clock hypothesis explains that increased levels of dopamine speed up the sense of time (Simen & Matell, 2018). This occurs when dopamine gets released during happy activities (Lake & Meck, 2013) or reward-related events. When the internal clock runs quicker, intervals of time are perceived to be shorter than they actually are which is there perception of time speeding up. This also explains why there is a higher level of attention on the event rather than the time. {{Robelbox|theme=5|title=Quiz time!|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}} <div style="{{Robelbox/pad}}"> <quiz display=simple> {Why do individuals experience a fast perception of time when happy? |type="()"} - The scalar expectancy theory - Individuals focus so much on the time that it goes by quick + There is more focus on the event than on the time {The increase of dopamine adds to a faster perception of time. |type="()"} + True - False </quiz> </div> {{Robelbox/close}} == Sadness == Sadness is known to be one of the most negative, disliked emotions. This emotion is split into experiences of separation or failure (Reeve, 2024, p280). Separation can come from the loss of a loved one through different circumstances (divorce, death, or travel), or a place, or job. Individuals may seem inactive, lethargic or withdrawn when these circumstances arise. Whereas failure comes from losing competitions, failing tests, and being rejected. When individuals experience sadness, they tend to notice that time slows down down which comes from the constant attention to the time and physiological changes.{{f}} === Attention === Feelings of sadness are the opposite of feelings of happiness, which means when individuals are feeling sad or upset, they tend to notice the time going slower. This is because there is more focus and attention drawn to the time to figure out when the period of sadness will disappear, the subjective experience of time is altered to a slower perception of time{{f}}. The constant attention to negative feelings is what leads to a slow perception of time{{f}}. === Physiological === Emotions of sadness are the opposite of happiness, which also means individuals will be lacking dopamine during periods of sadness. Dopamine is known as the 'feel good' chemical because it is released during happy events, which clarifies why there will be low levels of dopamine during sad events. When levels of dopamine are low then it will lead to a slow perception of time. This is because the lack of dopamine affects attention, reducing the attention on events which makes the brain less engaged on the event and more focused on the passage of time.{{f}} {{RoundBoxTop|theme=3}} '''Example''' Going through a break up and spending all day in bed watching the time pass by. {{RoundBoxBottom}} The biological clock can also be impacted by the way individuals see time during depressed and sad moods. Depressed individuals reported to have experience a slow perception of time (Mioni et al., 2016) which can be caused by changes in the circadian rhythm (Ren et al., 2023). This occurs when cognitive impairments from depression disrupt the circadian rhythm causing the biological clock to depict time differently{{f}}. The insula cortex {{g}} which is responsible for processing emotions is also important for processing time. This area is activated during different emotions which distort the way we feel time passing by (Ogden, 2025). In this case, when experiencing sadness, the perception of time will subjectively be slow. == Fear == [[File:Scared Girl.jpg|thumb|'''Figure 3.''' A girl frightened after a sudden event]] Fear arises when events are interpreted as dangerous or a threat to the individual (see Figure 3). Reeve (2024, p274) listed that the most common fear-activating situations come from situations that may involve physical or psychological harm, being in danger, and the expectation that one's ability may not match future expectations. Fear is about protecting oneself, {{g}} it creates the sensation known as 'fight' or 'flight' where individuals tend to shiver, look around, feel nervous or escape and withdraw from the situation. Fear is experienced differently for different situations, {{g}} some individuals may feel time moving slow and some may experience time moving fast, these concepts comes from the scalar expectancy theory and physiological changes. === Scalar expectancy theory === Created by Gibbon (1977), the scalar expectancy theory (SET) explains how animals and humans experience different durations of time. This model works by using an internal clock to track pulses of time and comparing it to other stored memories (Morillon et al., 2009). The model is broken up into three processing stages, the collating level, counting level and comparing level. The collating level is about tracking the duration of events, a counting level reads out the time from the collating level, and the comparing level is about comparing the time to abstract temporal references. SET can be used to measure whether fear causes a change in perception of time. Based on SET, a study has found that high emotional stimuli resulted in longer perceived duration (Noulhiane et al., 2007; Fayolle et al., 2015), this includes anticipated fear which can also lengthen perceived time. In a study conducted by Cui et al. (2018) {{g}} the goal was to examine effects of unpredictable and predictable fearful stimuli on perceived durations. It was found that unpredictable fearful stimuli sped up the perception of time whereas predictable fearful stimuli slowed down the perception of time. This may be due to increasing arousal for a long duration and waiting for the predictable stimuli which resulted in a long estimation for the duration of the event. As well as the judgement on fear-inducing stimuli taking longer than the other stimuli because of the attention that was created {{g}} (Grommet et al., 2011). === Physiological === Fear is an emotion that can elicit both fast and slow perceptions of time, {{g}} for example, Cui et al. (2018) stated that unpredictable fearful stimuli sped up time whereas unpredictable stimuli slowed down time {{huh}}. This means that the perception of time will be different depending on fear inducing event that is occurring. An example of this is shown in a study by Arstila (2012), it was found that life threatening fear induced situations slowed down the perception of time. {{RoundBoxTop|theme=3}} '''Example''' Going to the movies to watch a horror film and waiting for the scary scenes to pop up.{{ic|Explain how this might affect the perception of time}} {{RoundBoxBottom}} Cases may be different for individuals with anxiety, {{g}} a study found the difference between fear and anxiety and found that anxiety had a faster perception of time when in anxiety induced events (Sarigiannidis et al., 2020). This can happen due to having a condensed memory making time feel fast. Individuals can also be put into high-arousing negative events which they believe to last longer than it was (Buetti & Lleras, 2012). This mainly happens when the amygdala becomes active and releases stress hormones, this process increases attention to the time which leads to a slow perception of time (Sarigiannidis et al., 2020; Yuan et al., 2020). Other parts of the brain are also used, {{g}} an example of this is shown in a study conducted by Droit-Volet et al. (2011). Films were used to elicit different emotional responses from participants to measure time perception. It was found that fear slowed down the perception of time which was due to the automatic activation of the nervous system which was also from the internal clock which relies on the brain. When information increases fear then more time units are produced which lengthens time perception. {{Robelbox|theme=5|title=Quiz|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}} <div style="{{Robelbox/pad}}"> <quiz display=simple> {What can the scalar expectancy theory measure? |type="()"} - The different levels of fear + Whether there was a change in perception of time - Finds out which emotion affects time perception {Different types of fearful events elicit different perceptions of time. |type="()"} - False + True </quiz> </div> {{Robelbox/close}} ==Conclusion== Emotions influence our perception of time, whether these emotions are happiness, sadness or fear, it will change the way time is experienced. Research has pointed to happiness, sadness, and fear being the emotions to most commonly impact time perception. When individuals feel happy, time goes faster due to the lack of attention on time and physiological changes which is explained by the dopamine clock hypothesis. On the other hand, when individuals feel sad, time is likely to go slower due to the increase of attention on time and different areas of the brain being activated to increase time perception. Fear can elicit both slow and fast changes in time, based on the event that causes fear. The scalar expectancy theory explains that individuals are likely to experience a slow perception of time when fear is anticipated, overall, physiological changes including anxiety can change the way every individual experiences time {{rewrite}}. The key take away is that emotions are a significant factor of {{awkward}} how and why time distortion occurs. Further research should aim to address other emotions and dive deeper into the biological reasonings for greater insight. ==See also== * [[Motivation and emotion/Book/2024/Emotion preferences|Emotion preferences]] (Book chapter, 2024) * [[w:Scalar_Expectancy_Theory|Scalar expectancy theory]] (Wikipedia) ==References== {{Hanging indent|1= Arstila, V. (2012). Time slows down during accidents. ''Frontiers in psychology'', ''3'', 196. https://doi.org/10.3389/fpsyg.2012.00196 Buetti, S., & Lleras, A. (2012). Perceiving control over aversive and fearful events can alter how we experience those events: an investigation of time perception in spider-fearful individuals. ''Frontiers in psychology'', ''3'', 337. https://doi.org/10.3389/fpsyg.2012.00337 Cui, Q., Zhao, K., Chen, Y. H., Zheng, W., & Fu, X. (2018). Opposing subjective temporal experiences in response to unpredictable and predictable fear-relevant stimuli. ''Frontiers in Psychology'', ''9'', 360. https://doi.org/10.3389/fpsyg.2018.00360 Di Giovinazzo, V., & Novarese, M. (2016). The meaning of happiness: attention and time perception. ''Mind & Society'', ''15''(2), 207–218. http://dx.doi.org/10.1007/s11299-015-0180-1 Droit-Volet, S., Fayolle, S. L., & Gil, S. (2011). Emotion and time perception: effects of film-induced mood. ''Frontiers in integrative neuroscience, 5'', 33. https://doi.org/10.3389/fnint.2011.00033 Fayolle, S., Gil, S., & Droit-Volet, S. (2015). Fear and time: Fear speeds up the internal clock. ''Behavioural processes'', ''120'', 135–140. https://doi.org/10.1016/j.beproc.2015.09.014 Fontes, R., Ribeiro, J., Gupta, D. S., Machado, D., Lopes-Júnior, F., Magalhães, F.,  & Teixeira, S. (2016). Time perception mechanisms at central nervous system. ''Neurology international'', ''8''(1), 5939. https://doi.org/10.4081/ni.2016.5939 Gable, P. A., & Poole, B. D. (2012). Time flies when you’re having approach-motivated fun: Effects of motivational intensity on time perception. ''Psychological science'', ''23''(8), 879–886. https://doi.org/10.1177/0956797611435817 Grommet, E. K., Droit-Volet, S., Gil, S., Hemmes, N. S., Baker, A. H., & Brown, B. L. (2011). Time estimation of fear cues in human observers. ''Behavioural processes'', ''86''(1), 88–93. https://doi.org/10.1016/j.beproc.2010.10.003 Juárez Olguín, H., Calderón Guzmán, D., Hernández García, E., & Barragán Mejía, G. (2016). The role of dopamine and its dysfunction as a consequence of oxidative stress. ''Oxidative medicine and cellular longevity'', ''2016''(1), 9730467. https://doi.org/10.1155/2016/9730467 Lake, J. I., & Meck, W. H. (2013). Differential effects of amphetamine and haloperidol on temporal reproduction: dopaminergic regulation of attention and clock speed. ''Neuropsychologia'', ''51''(2), 284–292. https://doi.org/10.1016/j.neuropsychologia.2012.09.014 Mills, K. (2025). ''Speaking of Psychology: Time going too fast? How to slow it down, with Ruth Ogden, PhD''. APA. https://www.apa.org/news/podcasts/speaking-of-psychology/time-passage Mioni, G., Stablum, F., Prunetti, E., & Grondin, S. (2016). Time perception in anxious and depressed patients: A comparison between time reproduction and time production tasks. ''Journal of affective disorders'', ''196'', 154–163. https://doi.org/10.1016/j.jad.2016.02.047 Morillon, B., Kell, C. A., & Giraud, A. L. (2009). Three stages and four neural systems in time estimation. ''Journal of Neuroscience'', ''29''(47), 14803-14811. https://doi.org/10.1523/JNEUROSCI.3222-09.2009 Noulhiane, M., Mella, N., Samson, S., Ragot, R., & Pouthas, V. (2007). How emotional auditory stimuli modulate time perception. ''Emotion'', ''7''(4), 697. [[doi:10.1037/1528-3542.7.4.697|https://doi.org/10.1037/1528-3542.7.4.69]] Ren, H., Zhang, Q., Ren, Y., Zhou, Q., Fang, Y., Huang, L., & Li, X. (2023). Characteristics of psychological time in patients with depression and potential intervention strategies. ''Frontiers in psychiatry'', ''14'', 1173535. https://doi.org/10.3389/fpsyt.2023.1173535   Sarigiannidis, I., Grillon, C., Ernst, M., Roiser, J. P., & Robinson, O. J. (2020). Anxiety makes time pass quicker while fear has no effect. ''Cognition'', ''197'', 104116. https://doi.org/10.1016/j.cognition.2019.104116 Simen, P., & Matell, M. (2016). Why does time seem to fly when we're having fun?. ''science'', ''354''(6317), 1231–1232. <nowiki>https://doi.org/10.1126/science.aal4021</nowiki> West, L.J., Fraisse, P. (2024). ''time perception''. ''Encyclopedia Britannica''. https://www.britannica.com/science/time-perception Yuan, J., Li, L., & Tian, Y. (2020). Automatic suppression reduces anxiety-related overestimation of time perception. ''Frontiers in Physiology'', ''11'', 537778. https://doi.org/10.3389/fphys.2020.537778 }} ==External links== {{ic|Use alphabetical order}} * [https://www.britannica.com/science/time-perception Time perception] (Britannica) * [https://journals.sagepub.com/doi/10.1177/1754073911410740 What is meant by calling emotions basic] (SageJournals) *[https://www.simonsfoundation.org/2017/01/20/dopamine-cells-influence-our-perception-of-time/ Dopamine cells influence our perception of time] (Simons foundation) * [https://www.nigms.nih.gov/education/fact-sheets/Pages/circadian-rhythms Circadian rhythms] (NIGMS) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Time]] p0hdddip5z1phfmiw3c3hy1g914kgfw 0 322659 2814757 2762575 2026-06-09T04:22:30Z Jtneill 10242 Reverted edits by [[Special:Contributions/~2025-29630-24|~2025-29630-24]] ([[User_talk:~2025-29630-24|talk]]) to last version by [[User:ShakespeareFan00|ShakespeareFan00]] using [[Wikiversity:Rollback|rollback]] 2759047 wikitext text/x-wiki {{title|Encouragement and motivation:<br>How does encouragement influence persistence and effort?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Army 10-Miler Shadow Run (7457992).jpg|thumb|'''Figure 1'''. Encouragement at a Army 10-Miler Shadow Run]] ;Picture this ... You've been training for a half-marathon for months and after much hard work you think you're ready. When race day comes, however half way through you start to think you're not going to be able to complete it. Your legs, feet and body is so fatigued and sore that you're genuinely losing the will to keep going. Your motivation drops astronomically and at this rate all that hard work is about to go out of the window. Then one of the event's volunteers starts to cheer for you as you get closer and makes a simple statement of "You've got this—keep pushing, you're doing amazing, don't give up." {{g}} {{RoundBoxBottom}} Persistence and effort are key components of motivated behaviour. Encouragement—a specific form of social support—influences {{ic|influences what?}} through cognitive, emotional, and physiological mechanisms such as enhanced self-efficacy, competence and motivation {{ic|maybe split into two sentences}}. With a visual example demonstrated in Figure 1{{g}}. '''Problem outline:''' *Conceptual confusion: Encouragement is often conflated with praise or generic feedback, creating inconsistent definitions and weak theoretical integration. *Limited research: Most research examines performance outcomes without isolating encouragement’s effect on persistence. *Cultural differences: Encouragement is not the same across all contexts and cultures, making it difficult to identify universal effects. {{RoundBoxTop|theme=3}} '''Focus questions''' *What is encouragement and how is it distinct from praise or reinforcement? *How does encouragement trigger persistence and increase effort? *What empirical evidence supports these {{what}} effects across different settings? *How can {{what}} practitioners apply encouragement effectively to sustain effort over time? {{RoundBoxBottom}} ==Introduction== Most people can remember a moment in which a simple few words of support made the difference between giving up and doubling down, whether it was a teacher, coach, therapist, coworker, peer, family member or friend. These moments capture the essence of encouragement. At its core, encouragement is not rewarding success or trying to inflate someone's ego, it is about affirming someone's capacity, effort and potential, even in times of difficulty. Psychologists have long recognised that motivation is not all about the internal, but also the external. By nature humans are social creatures, whose persistence in difficult tasks are often dependent on the perceived presence or absence of support. While often overlooked in comparison to rewards or praise, encouragement is uniquely positioned to sustain motivation, working through a wide range of mechanisms cognitively, physiologically and psychologically. Encouragement, however, is not pure magic, often dependent on numerous factors for successful implementation such as authenticity, timing and context ^{[''do some of the sentences in this paragraph need a [[Wikiversity:Citation needed|source]]?]''}. Despite its everyday presence, encouragement has historically received less attention than other similar concepts such as praise, reinforcement and social support^{''[<nowiki/>[[Wikiversity:Citation needed|source]]?]''}. This lack of interest has caused ambiguity in definitions, applications, theoretical operationalism and measurements. Whilst it has been practically applied in a range of settings such as the classroom, sports field or health with notable success, there is still room for improvement. ==Defining encouragement in psychology == [[File:What is encouragement poster generated by ChatGPT.png|right|200px|thumb|Figure 2: What is encouragement?]] Much of today's contemporary understanding of encouragement can be attributed to Alfred Adler and his work. Adler viewed encouragement to be at the centre of human development due to its role in overcoming discouragement, which he viewed to be the ultimate obstacle in human growth (Watts & Pietrzak, 2000). People often abandon tasks not because they are incapable, but because discouragement withers away at an individual's motivation to keep going. For this reason Adler viewed encouragement as the antidote to discouragement, allowing individuals to persist and continue to exert effort even in the face of adversity ^{''[<nowiki/>[[Wikiversity:Citation needed|source]]?]''}. Figure 2 poses the question of what is encouragement? Encouragement can be defined as a process which aims to affirm an individual's capacity and effort particularly in the face of adversity, as to foster persistence and motivation {{g}} (Wong et al., 2025). Emphasising three core elements{{g}}: *Focus on effort and capacity *Salience during difficulty *Forward-looking orientation{{f}} It is also important to note how encouragement differs from praise, reinforcement and social support. Praise affirms success, reinforcement shapes behaviour through consequences and social support through perceived support. Encouragement contrasts these by affirming values of persistence and effort though the emphasis of its core elements (Wong et al., 2025). '''Illusive{{sp}} examples''': ^{''[Are these examples of encouragement? Maybe make the heading "Examples of encouragement" to make it clear]''} *A teacher to a student: “You’ve worked really hard on this problem — I can see your reasoning improving. Keep building on that, you can do it.” *A physiotherapist to a patient in rehab: “This stage is tough, but it’s exactly where progress happens. Keep at it, you’re moving forward step by step, day by day.” *A coach: “You’ve built such a strong foundation — imagine how much further you’ll go if you keep at it, you're going to be a weapon.” {{robelbox|theme=3|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> Which of the following are core elements of encouragement? |type="()"} - Focus on effort and capacity - Salience during difficulty - Forward-looking orientation + All of the above </quiz> </div> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} With this definition established, the next step is to ask: Why does encouragement sustain persistence and effort? For the answer we turn to motivational theories and mechanisms. {{RoundBoxBottom}} ==Mechanisms linking encouragement to persistence and effort== [[File:Gears animation.gif|thumb|Figure 3: Mechanisms]] Encouragement exerts its influence through a range of psychological mechanisms (shown in Figure 3) which can be explained using motivational theories and understanding. At its core^[''comma]'' encouragement bolsters self-belief, strengthens commitment to goal and helps to maintain persistence even in the face of difficulty. '''Self-efficacy theory''' Self-efficacy theory helps to posit that individuals tend to persist and exert effort when they believe that they can obtain success. Encouragement for this reason can help to sway this belief in a positive manner by reinforcing someone's confidence in their capacity in a way which helps them to believe they obtain success even in the face of difficulty (Bandura & Adams, 1977). '''Goal-setting theory''' Goal-setting theory helps to emphasize^{[''use Australian spelling]''} the importance of clear and challenging goals, which in turn help to enhance effort and persistence. Whilst commitment to such goals can falter and wither when faced with difficulty or fatigue, encouragement helps to overcome this by reminding individuals of their capacity to obtain the goal by reframing setbacks as temporary and as a part of the process. This helps to maintain persistence and renew effort when such difficulties or challenges arise (Luneburg, 2011). '''Expectancy-value theory ''' Expectancy-value theory helps to explain persistence as an indicator of whether individuals expect to succeed and values the outcome. Using this understanding, encouragement can be viewed to strengthen persistence by working to bolster expectancy and value by reaffirming an individual's capacity and value behind obtaining the goal (Wigfield & Eccles, 2000). '''Social cognitive theory''' Social cognitive theory helps to place emphasis on learning through social influence and modelling. Whilst encouragement is often delivered from one person to another, it can also be used in self-talk or self-evaluation, {{g}} in this instance observed encouragement can act as social cues that can be used to shape self-talk, expectations and for behaviours involving persistence (Van et al., 2011). '''Self-determination theory''' Self-determination theory identifies competence, autonomy and relatedness as basic psychosocial needs. Encouragement can be used to support and meet these needs by affirming competence, autonomy-supportive affirmation and strengthening relatedness though social connection. In satisfying these needs encouragement can be regarded to foster self-determination and as an extension sustain persistence (Cervone & Shoda, 1999). '''Summary of mechanisms''' *Encouragement sustains belief in ability (self-efficacy). *Encouragement reinforces goal commitment (goal-setting theory). *Encouragement strengthens expectancy and value (expectancy-value theory). *Encouragement provides social modelling and affirmation (social cognitive theory). *Encouragement satisfies psychological needs (self-determination theory). {{RoundBoxTop|theme=3}} Theoretical perspectives provide strong explanations for why encouragement should foster persistence and effort. But do these mechanisms hold up in real-world contexts? The next section examines empirical evidence across education, sport and health. {{RoundBoxBottom}} ==Research evidence: Effects across contexts {{vague}}== Theories of motivation suggest encouragement work {{g}} by enhancing persistence and effort by bolstering beliefs, goal commitment, expectancy-value appraisals, social modelling and by helping to satisfy psychosocial needs. Whilst this provides a solid theoretical basis, it is important that it is validated by practical research. For this reason numerous studies have been conducted globally to empirically test encouragement, with such research being conducted in education, sports, therapy and health. '''Education''' Educational contexts have provided some of the clearest and {{g}} valuable insight into the effects of encouragement. With teachers frequently facing the challenge of motivating students to persist with difficult tasks, encouragement has shown to be a powerful tool. *Wong, Cheng, McDermott, Deng and McCullough (2019) developed the Academic Encouragement Scale to measure how students perceive and internalise encouragement. They found that higher levels of perceived encouragement were associated with increased persistence in academic tasks, improved engagement and higher motivation to overcome setbacks or challenges. These findings help to show encouragement as a functional tool which can be used to increase motivation in regard to learning tasks. *Reeve (2024) {{ic|Not a research study; this is a textbook}} found that in examining a broader review of classroom motivation that verbal messages were important in affirming students{{g}} competence and potential. It was found that these verbal messages of encouragement were some of the most effective ways to sustain student engagement during lessons containing difficulty and or new content in learning. For this reason Reeve communicated encouragement to act as a scaffold to keep students engaged and invested in learning rather than to simply disengage when they encountered difficulty. In an educational setting, the findings align closely with self-efficacy theory and expectancy-value theory. Through working to reaffirm a students' academic competence along with the possibility of success and importance of effort{{g}}. '''Sport and physical performance''' Sports and physical performance contexts has been {{g}} another area of interest with numerous studies seeking to evaluate the impact of encouragement not only on persistence and effort but also strength, endurance and competitive performance. *McNair, Depledge, Brettkelly and Stanley (1996) found that verbal encouragement was responsible for significantly increasing voluntary muscle exertion during strength testing.They also found that when athletes received encouragement it had the additional benefit of enabling them to exert more force and to maintain effort longer in comparison to those who did not. *Examination of anecdotal evidence and testimony from coaches and athletes further validate this. With many athletes citing their coach's encouragement as a pivotal moment at a point of potential disengagement, enabling them to persist in difficult training sessions or competitions (Jedloc et al., 2007). In a sports and physical performance context encouragement works closely with goal-setting theory and self-determination theory. In helping athletes to commit to their goals and to affirm competence to help support intrinsic motivation. '''Therapy and counselling''' Psychologists and health practitioners also have shown encouragement to be an important tool in their line of work. In therapy and interventions encouragement has been shown to be an important tool in keeping clients engaged and motivated. *Carlson and Slavik (2006), in reviewing Adlerian literature, highlighted the importance of encouragement by citing its ability to help clients maintain persistence and effort. A process which is only possible because it encourages the capacity to help affirm clients’ capacity and value of the end goal. *Wong (2015) also cited encouragement to be important in therapy and behavioral change programs. Highlighting encouragement’s capacity to improve a client’s relatedness and motivational capacity through human interaction and affirming their competence along with capacity for change. All of which help to contribute to ensure clients persistence in these programs and motivation even when it is difficult. In behavioral change programs and therapeutic settings, encouragement can be shown to consistently improve motivation, which in turn increases persistence and effort{{f}}. This can be attributed to the way in which encouragement in this context helps to communicate competence, relatedness, social modelling, value behind achieving goals and potential to succeed. '''Health and well-being''' Encouragement has also been practically applied and evaluated in health contexts, often where persistence and effort determine long-term outcomes. *Wong et al. (2025) in evaluating health behaviours such as exercise, health dieting and lifestyle changes, encouragement was examined to improve persistence by affirming effort and potential in routine tasks which may feel difficult or under-rewarding in the short term{{g}}. *Wang, Guo, Wu and Zhang (2017) found that videos of encouragement prompting self-empowerment through exercise such as running or healthier dieting also had similar effects to traditional encouragement, helping individuals engaged in either finding it motivational and a way in which to affirm their effort and capacity to meet their health goals. The findings in a health and well-being context help to show encouragement work using conceptual pathways presented in expectant-value theory, self-efficacy theory and social cognitive theory. By providing external affirmation on the value of the goal, the plausibility of success, self competence and relatedness by driving intrinsic motivation and persistence{{g}}. {{RoundBoxTop|theme=3}} '''Summary of research''': In looking at different contexts from education, sports, health, therapy and counseling, it is apparent that encouragement helps to consistently boost persistence, motivation and effort in a range of ways and a range of settings. This has been achieved by strengthening self-belief, reinforcing the value of goals, affirming progress, affirming competency, improving relatedness and plausibility of success. Whilst the findings show empirical evidence to support the theoretical basis established through theories of motivation, there exists a gap in how encouragement is moderated by culture and its long term effects. {{RoundBoxBottom}} {{robelbox|theme=3|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> Which of the following does current research show about encouragement and improving persistence? |type="()"} + That encouragement increases persistence - It has little or no impact - There is not enough evidence - It decreases persistence </quiz> </div> {{RoundBoxBottom}} ==Limitations and future directions== Although encouragement has a solid theoretical grounding in motivational theories and promising empirical evidence, it still has many associated limitations and conceptual issues. Like many other psychological tools, its impact depends on a range of variables as to its application. Whilst more research has been conducted to improve its understanding and uniqueness compared to similar constructs such as praise, reinforcement and social support, it's not to the same extent and can be regarded as less mature. '''Methodological limitations''' *'''Small-scale and context-specific studies''': Many existing studies are relatively small, context-specific, or qualitative. For instance, McNair et al.’s (1996) work on verbal encouragement and muscle exertion was highly controlled but limited in scope. For this reason generalising the findings across domains is challenging. Large-scale, multi-context studies are also very rare, leaving gaps in what could otherwise be robust, generalisable evidence. *'''Measurement challenges''': While measurement tools such as the Academic Encouragement Scale exist and Wong et al. (2019) is a step forward, measurement tools remain limited. Many studies rely on subjective perceptions or simplistic coding of encouragement, which may not capture the whole nature of encouragement. Without improving or standardising measurement tools, there is a notable risk of being impressionistic. *'''Causal inference''': Much of the research conducted is also correlational, making it difficult in determining whether encouragement is the sole factor acting on persistence, motivation and effort. This is also problematic because of the lack of experimental and longitudinal studies, which could be used to help clarify causality and effects over time. '''Cultural and contextual limitations''' *'''Cultural variability''': Encouragement is not the same across all cultures, {{g}} what may be perceived as encouragement in Western cultures may not be perceived the same way in Eastern cultures, something in which can be attributed to either their respective collectivist or individualist qualities (Howard & Vigotsky, 2019). However, because of these differences it can hinder the ability to infer outcomes and produce models that can reliably predict outcomes. *'''Age and developmental differences''': Children, teens and adults respond differently to encouragement and its forms. For this reason, children and teens may rely more on external encouragement for persistence, while adults may rely more so on internal encouragement for improving persistence (Berg et al., 2022). *'''Context dependency''': Encouragement also does not hold the same effectiveness across different contexts, with research suggesting that encouragement in educational settings could be more effective than if it was encouragement in therapy or sports. Indicating that whilst encouragement can be applied in a range of settings, it does not necessarily have the same effectiveness or impact (Wong, 2015){{g}}. '''Risks and ethical concerns''' *'''Inauthentic encouragement''': Whilst encouragement is generally regarded as a positive action, performing it inauthentically may make it seem forced, generic or insincere. Consequently, because of this there is a risk that it can undermine trust and adversely reduce persistence and motivation (Wong et al., 2019). *'''Over-reliance''': Whilst encouragement can be a valuable tool, abusing it or excessive use may unintentionally have the side effect of individuals becoming dependent on external validation and affirmation if it is not balanced with intrinsic motivation and self-encouragement (Berg et al., 2022). *'''Unequal access to encouragement''': Encouragement is not equally distributed, {{g}} there are always going to be individuals who get a lot, whilst others get little or none. In sports and education this raises questions about the ethical nature of encouragement, as to whether it is fair that some individuals may be evaluated whilst others aren’t {{huh}}. {{robelbox|theme=3|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> Which of the following is one limitations {{g}} surrounding encouragement and subsequent research? |type="()"} - Time of day - Lack of researchers - Geelong's loss to Brisbane in the finals {{ic|Target an international audience; Australia represents 0.3% of the human population}} + Measurement challenges </quiz> </div> {{RoundBoxBottom}} ==Future directions for research== Addressing some of these limitations would help to benefit understanding of encouragement and to advance it in a constructive manner. It would also help to improve contemporary psychological understanding and relatedness to wider psychological theories outside of just motivation{{awkward}}. *'''Refining definitions and frameworks''': As noted in studies such as Wong et al (2025), the anatomy of encouragement should continue to be clarified as to distinguish it from related constructs such as praise, reinforcement and social support. It could also benefit from the development of typologies. *'''Improved measurement tools''': Future research should also focus on the creation of multidimensional tools which can better capture encouragement and improve interpretation of its impact not only motivation, persistence and effort, but also other factors (Andreacci et al., 2002; Alcott, 2017). *'''Experimental and longitudinal studies''': Whilst there have been numerous studies conducted, many are short-term and limited in their scope. In conducting more long-term or longitudinal studies it could help to establish casualty and demonstrate the long term effects of encouragement on persistence and effort. It would also be beneficial if studies were conducted in a range of settings to evaluate cross-dimensional aspects and nuanced differences (Wong et al., 2019). *'''Cross-cultural and developmental comparisons''': Cultural contexts and differences is another area of potential research which can be conducted as to further develop fundamental understanding and different ways in which encouragement can be shown and or received. Additionally, this would also help to show if there are aspects in which are universal and or cultural specific whilst filling in a gap of current understanding (Wong et al., 2025). *'''Mechanistic integration''': Future work should also focus on further integrating encouragement into already established theories of motivation, as to better ground it in broader psychological models as to better explore encouragement through its cognitive, emotional and relational mechanisms in more depth. {{robelbox|theme=3|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <div style="{{Robelbox/pad}}"> <quiz display="simple"> Which of the following would benefit research in encouragement going forward? |type="()"} - Improving measurement tools - Reframing definitions and framework - Cross-cultural research + All of them </quiz></div> {{RoundBoxBottom}} ==Conclusion== Encouragement is more than just a simple gesture. It’s a psychological tool which can be used to shape persistence and effort in meaningful ways, even when facing difficulties or fatigue. In defining encouragement {{g}} it enables the ability to understand its theoretical framework and internal mechanisms which are all crucial in understanding the outcome of related research, practical applications, limitations and future direction. The insight from this demonstrates the promise and complexity behind encouragement and how it functions to influence human motivation. At its core, encouragement works by reinforcing an individual's belief in their capacity, communicating the importance of goals, social affirmation and satisfying psychological needs. For these reasons, it helps to align encouragement with major motivational theories, from Bandura’s self-efficacy theory to Deci and Ryan’s self-determination theory. Encouragement is not just anecdotal, but grounded in contemporary psychological frameworks and understanding. This is further supported by empirical evidence, whether in classrooms, sports fields and or clinics. Encouragement has been shown to enhance persistence and sustain effort even in the face of difficulty or fatigue. However, it relies on authenticity, timing and context for meaningful application. Encouragement if delivered thoughtfully can sustain motivation, however if delivered poorly it can undermine it. In evaluating practical implementation of encouragement it is clear that effective encouragement requires skill, sensitivity and adaptability. Teachers, coaches, psychologists and health professionals all benefit from utilising encouragement, but only when they can tailor it to the individual's needs and do so in a thoughtful manner. It is important to note and account for the fact that encouragement is not without limitations. Encouragement is not a magic solution to discouragement and persistence. Over-reliance and overuse risks creating dependency and undermining its power. It is also important to note that encouragement is not culturally universal. Whilst these are challenges, it is also an opportunity to direct future research towards better clarifying encouragement, expand cultural research, examine long-term outcomes and to help align it with already established psychological understanding. Ultimately encouragement matters because it has the capacity to motivate individuals in a truly unique and special way, helping to communicate to an individual that they are believed in, supported and have the potential to do any task they want. If done right, encouragement helps individuals to persist when they would otherwise give up, to sustain effort and motivation when challenges come about. Whilst there is a need for more research as to how encouragement is understood and applied, the evidence so far is clear, encouragement is more than a simple gesture, it's a powerful tool and driver for persistence, effort and human flourishing. ==See also== *[https://en.wikiversity.org/wiki/Motivation_and_emotion/Lectures/Extrinsic_motivation_and_psychological_needs Extrinsic motivation and psychological needs] *[https://en.wikipedia.org/wiki/Motivation Motivation ] ==References== {{Hanging indent|1= Alcott, B. (2017). Does Teacher Encouragement Influence Students’ Educational Progress? A Propensity-Score Matching Analysis. Research in Higher Education, 58(7), 773–804. https://doi.org/10.1007/s11162-017-9446-2 Andreacci, J. L., Lemura, L. M., Cohen, S. L., Urbansky, E. A., Chelland, S. A., & Duvillard, S. P. von. (2002). The effects of frequency of encouragement on performance during maximal exercise testing. Journal of Sports Sciences, 20(4), 345–352. https://doi.org/10.1080/026404102753576125 Bandura, A., Adams, N.E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy Research, 1, 287–310. https://doi.org/10.1007/BF01663995 Berg, I., Hovne, V., Carlbring, P., Bernhard-Oettel, C., Oscarsson, M., Mechler, J., Lindqvist, K., Topooco, N., Andersson, G., & Philips, B. (2022). “Good job!”: Therapists' encouragement, affirmation, and personal address in internet-based cognitive behavior therapy for adolescents with depression. Internet Interventions, 30, 100592. https://doi.org/10.1016/j.invent.2022.100592 Carlson, J., & Slavik, S. (2006). A review of the professional literature concerning the consistency of the definition and application of Adlerian encouragement. In R. E. Watts (Ed.), Readings in the theory of individual psychology (pp. 293–310). Routledge. https://doi.org/10.4324/9780203956571-33 Cervone, D., & Shoda, Y. (1999). The coherence of personality: Social-cognitive bases of consistency, variability, and organization. Guilford Press. Howard, M. C., & Crayne, M. P. (2019). Persistence: Defining the multidimensional construct and creating a measure. Personality and Individual Differences.,1 39. https://doi.org/10.1016/j.paid.2018.11.00 Jedlic, B., Hall, N., Munroe-Chandler, K., & Hall, C. (2007). Coaches’ Encouragement of Athletes’ Imagery Use. Research Quarterly for Exercise and Sport, 78(4), 351–363. https://doi.org/10.1080/02701367.2007.10599432 Luneburg, F. C. (2011). Goal-setting theory of motivation. International Journal of management, business and administration, 15(1), 1-6. McNair, P. J., Depledge, J., Brettkelly, M., & Stanley, S. N. (1996). Verbal encouragement: Effects on maximum effort voluntary muscle action. British Journal of Sports Medicine, 30(3), 243–245. https://doi.org/10.1136/bjsm.30.3.243 Reeve, J. (2024). Understanding motivation and emotion (8th ed.). John Wiley & Sons. Van, P. A. M., Higgins, E. T., & Kruglanski, A. W. (Eds.). (2011). Handbook of theories of social psychology (Vol. 1). Sage Publications. Wang, L., Guo, X., Wu, T., Lv, L., & Zhang, Z. (2017). Short-term effects of social encouragement on exercise behavior: Insights from China’s Wanbu network. Public Health, 148 (Supplement C), A1–A2. https://doi.org/10.1016/j.puhe.2017.03.009 Watts, R. E., & Pietrzak, D. (2000). Adlerian “Encouragement” and the Therapeutic Process of Solution‐Focused Brief Therapy. Journal of Counseling and Development., 78(4). https://doi.org/10.1002/j.1556-6676.2000.tb01927.x Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology., 25(1). https://doi.org/10.1006/ceps.1999.1015 Wong, Y. J. (2015). The psychology of encouragement: Theory, research, and applications. The Counseling Psychologist, 43(2), 178–216. https://doi.org/10.1177/0011000014545091 Wong, Y. J., Cheng, H., McDermott, M. R., Deng, K., & McCullough, K. M. (2019). I Believe in You! Measuring the experience of encouragement using the academic encouragement scale. The Journal of Positive Psychology., 14(6). https://doi.org/10.1080/17439760.2019.1579357 Wong, Y. J., Li, P. F. J., Cheng, H.-L., & McDermott, R. C. (2025). The Anatomy of Encouragement: Addressing the What, Why, When, Who, and For Whom of Encouragement Messages. Journal of Prevention and Health Promotion, 0(0). https://doi.org/10.1177/26320770251330870 }} ==External links== * [https://www.simplypsychology.org/self-efficacy.html Bandura’s Self-Efficacy Theory Of Motivation In Psychology] * [https://edudream.org/wp-content/uploads/2024/02/Final-MEP-Designed-Report.pdf Contextual Analysis of Motivation, Engagement, & Persistence] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Behaviour]] [[Category:Motivation and emotion/Book/Encouragement]] [[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Persistence]] ceqx4287u6uhi7jh6uqwc0w5q8ompzp 0 322680 2814719 2756841 2026-06-08T23:55:16Z Jtneill 10242 + More specific category 2814719 wikitext text/x-wiki {{title|Melatonin and circadian motivation:<br> How does melatonin influence motivation across the sleep-wake cycle?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Tired of studying.jpg|thumb|'''Figure 1'''. Student's energy is shifting while trying to work on project.]] ;Scenario Imagine you have a big project due tomorrow, but your energy and motivation to complete it fluctuate throughout the day (see Figure 1). These dips are not random: they align with circadian rhythms affected by light-dark cycles and the hormone, melatonin. Understanding melatonin's rise and falls helps schedule work for hours when motivation is most supported (Bubenik & Konturek, 2011; Reppert & Weaver, 2002). {{RoundBoxBottom}} In the morning, people may feel focused and prepared for a productive day, only to hit a slump in the afternoon, then a burst of productivity later that night. Although these fluctuations are frustrating, they are not random. They may be tied to changes in melatonin levels across your sleep-wake cycle. [[w:Melatonin|Melatonin]], also known as the "sleep hormone," is produced by the pineal gland in response to darkness and is suppressed by light. Melatonin does more for your body than signaling it when to sleep - it also interacts with [[w:Dopamine|dopamine]] and [[w:Neurotransmitters|neurotransmitters]] that influence motivation, mood, and reward-driven behavior. We can better manage daily tasks and sustain motivation once we gain competence in this pattern. ;Key points * Melatonin is more than just a "sleep hormone", it influences your alertness and motivation * Understanding the role of melatonin can help improve daily performance * Motivation is shaped by circadian rhythms, which melatonin helps regulate {{RoundBoxTop|theme=5}} ;Focus questions: * When during the sleep-wake cycle are melatonin levels lowest and highest, and what factors influence these changes? * How does melatonin interact with motivation-related brain systems? * How can sleep and motivation be improved by lifestyle adjustments? * How can adjusting sleep patterns or light exposure enhance motivation for important tasks? {{RoundBoxBottom}} ==Understanding melatonin== Melatonin is produced by the [[w:Pineal_gland|pineal gland]] in response to darkness and is suppressed by light{{f}}. It regulates circadian rhythms by signaling nighttime physiological readiness (Arendt, 2019). The [[w:_Suprachiasmatic_nucleus|suprachiasmatic nucleus]] synchronizes peripheral clocks and coordinates rhythms in sleep-wake timing, body temperature, and hormone release, with melatonin acting as a 'darkness signal' for the body's timing system (Reppert & Weaver, 2002). Melatonin influences more than just sleep timing, but also levels of alertness, which links to our motivation states (Reppert & Weaver, 2002). Executive control varies with circadian phase, which directly affects processes directed to motivated behavior (Zisapel, 2018). {{RoundBoxTop|theme=4}} ;Case study (Part 1): The late-night surge Alex, a student, plans to start an essay after dinner. By 10pm his focus improves and a second wind occurs. After midnight, his drive falls and work quality declines. The next morning, Alex has a sharper motivation peak around 10-11am. How might melatonin and circadian rhythm explain these shifts? {{RoundBoxBottom}} === Biological production and regulation === [[File:Suprachiasmatic nucleus is the central circadian pacemaker.jpg|thumb|450px|'''Figure 2.''' Retina notices light exposure and sends message to brain to regulate melatonin synthesis in pineal gland.]] Light picked up from [[w:_Intrinsically_photosensitive_retinal_ganglion_cells|intrinsically photosensitive retinal ganglion cells]] (ipRGCs) is sent to the SCN {{ic|explain abbreviation}}, which then controls signals going to the pineal gland. When it's dark, the body creates more melatonin, and when it's light, melatonin production slows. This daily rhythm keeps the body's internal clock in sync (Klein et al., 1991; Moore, 2013; Reppert & Weaver, 2002). This process is shown in Figure 2, as light exposure signals the pineal gland. === Role in circadian rhythms === Melatonin is the main signal the body uses to keep its internal clock in sync with the light-dark cycle (Reppert & Weaver, 2002). When it gets dark, the pineal gland begins production, acting like a signal that night has begun. After this, things like body temperature, hormone release, and sleep patterns begin to follow the body's circadian rhythm (Klein et al., 1991). Melatonin levels usually rise in the evening, peak in the middle of the night, then decrease in the morning (Cajochen et al., 2003). Exposure to light in the evening can shift or weaken the circadian pattern, and factors like work schedules, [[w:_Jet_lag|jet lag]], or someone's natural [[w:_Chronotype|chronotype]] can also alter this timing. These disruptions can reduce motivation and cognitive performance (Cajochen et al., 2003; Chellappa et al., 2011; Roenneberg & Merrow, 2016). === Melatonin's daily cycle === [[File:Melatonin production in 24 hour cycle.jpg|thumb|'''Figure 3.''' Melatonin production charted through the daily cycle]] Melatonin follows a regular daily rhythm - it starts to rise in the evening after sunset, reaches its highest point around 2 a.m., then drops again as morning approaches (see Figure 3){{f}}. During the day, when melatonin levels are low, alertness and cognitive control are higher. This supports focus and effortful tasks. At night, when melatonin is elevated, the body shifts its priorities to sleep and recovery, naturally lowering motivation. This daily cycle explains predictable changes in motivation, focus, and persistence throughout the day (Wright et al., 2012; Zisapel, 2018). It also plays an important role in regulating sleep patterns and signals when the body should rest (Zisapel, 2018). These effects can differ by individual depending on their chronotype, which shapes their natural energy levels during the day (Roenneberg & Merrow, 2016). Exposure to [[w:Artificial_light|artificial light]] in the evening can reduce or shift melatonin production, disrupt circadian timing, and negatively impacting motivation (Chellappa et al., 2011). <quiz display="simple"> {When are melatonin levels typically at their peak in the human-wake cycle? |type="()"} + Around 2-4 a.m. - Around 6-8 p.m. - Around 10-11 a.m. - Around 12-2 p.m. </quiz> == Neurochemical links between melatonin and motivation == {{ic|Include an introductory paragraph before branching into sub-sections}} === Dopamine === Melatonin and [[w:Dopamine|dopamine]] work together to shape motivated behavior. Dopamine is a key [[w:Neurotransmitter|neurotransmitter]] involved in reward learning and motivating positive behaviors. Melatonin can affect both how much dopamine is released and how sensitive its receptors are. This means that changes in circadian timing can influence levels of motivation (Bubenik & Konturel, 2011). === Serotonin and mood === The interaction between melatonin and [[w:Serotonin|serotonin]] helps explain why disruptions in the circadian rhythm are often linked to lower motivation and mood issues. Since serotonin plays a major role in persistence and mood regulation, restoring the relationship between the sleep-wake cycle and the internal clock can improve mood and, as a result, boost motivation (Hardeland, 2019; Hasler et al., 2008). === Prefrontal control === Melatonin also impacts prefrontal brain regions that regulate stress and support cognitive control. These skills are essential for maintaining goal-directed behavior. Because of this, circadian timing influences attention and [[w:Executive_functioning|executive functioning]] throughout the day, which helps explain predictable changes in self-control and task performance (Cajochen et al., 2003; Wright et al., 2012). == Motivation patterns across the sleep-wake cycle == Throughout a typical day, motivation tends to follow a circadian rhythm that reflects changes in melatonin levels. In the late morning, when melatonin is low and cortisol and alertness are high, the brain is better equipped to handle tasks that require more focus and mental effort (Roenneberg & Merrow, 2016; Wright et al., 2012). By mid-afternoon, many people experience a slight dip in energy and motivation - often referred to as a circadian 'siesta' (Wright et al., 2012). After this, some individuals feel a short-lived boost in performance in the evening before the onset of biological night (Roenneberg & Merrow, 2016). As melatonin reaches its peak in the middle of the night (around 2-4 a.m.), motivation and executive functioning are at their lowest, making sleep the most beneficial activity during this time (Cajochen et al., 2003; Zisapel, 2018). These regular changes in drive and focus align closely with the natural rise and fall of melatonin over the 24-hour cycle (see '''Table 1'''). '''Table 1.''' Typical melatonin levels and motivation patterns across the day {| class="wikitable" !Time of day !Melatonin levels !Motivation pattern |- |Morning (6 a.m. - 12 p.m.) |Low |High motivation for cognitive tasks; alertness rising |- |Afternoon (12 p.m. - 6 p.m.) |Low |Slight midday dip, then secondary motivation peak |- |Evening/night (6 p.m. - 6 a.m.) |Rising to peak, then falling |Gradual decline in motivation; lowest during peak melatonin hours (2-4 a.m.) |} == Psychological and behavioral effects == Abilities like attention, working memory, and decision-making change depending on circadian timing and how much rest the body needs. These fluctuations influence how well someone can stay focused on goals and manage their effort throughout the day (Wright et al., 2012). Social engagement is also affected by circadian rhythm. The desire to socialize varies by circadian timing and a person's chronotype, which can affect motivation to collaborate. These shifts in social behavior are closely linked to melatonin-related circadian patterns (Hasler et al., 2008; Roenneberg & Merrow, 2016). == Integration: What does this theory predict and does evidence support this? == The circadian-signal view suggests that our motivation levels change without an internal day and night, defined by melatonin. We tend to have the most self-control and perform demanding cognitive tasks best when melatonin is low and our natural wake drive is high{{f}}. In contrast, during biological night, when melatonin levels peak, effort and control are at their lowest. Cross-sectional and experimental research, along with clinical studies, support this pattern, though it can vary depending on chronotype, sleep history, and light exposure{{f}}. This suggests that fluctuations in motivation are not purely psychological but have a strong biological basis, influenced by internal rhythm and external cues. To summarize, it's best to schedule important tasks during your individual daytime peak and limit evening light to prevent any delays in circadian phases (Reppert & Weaver, 2002; Roenneberg & Merrow, 2016; Wright et al., 2012). == Practical strategies for optimizing motivation == [[File:Walgreens Melatonin.jpg|thumb|'''Figure 4.''' Melatonin supplements taken strategically and with medical advice can reset circadian rhythm.]] To support motivation by staying in sync with circadian rhythm, try protecting evening darkness by dimming indoor lights and limiting blue light exposure about 1-2 hours before bedtime. The use of warmer lighting or installing software filters can help, along with keeping a consistent sleep and wake schedule (Chellappa et al., 2011). Bright light should only be used strategically - getting natural light soon after waking up helps stabilize your circadian phase. Shift workers can benefit from carefully timed light exposure and planned naps (Cajochen et al., 2003; Smith et al., 2002). It's also beneficial to plan your day around your chronotype: schedule demanding or important tasks for the late morning or early afternoon when alertness is at its peak. Saving simpler tasks for periods when energy tends to dip is ideal (Roenneberg & Merrow, 2016; Wright et al., 2012). Consistent, healthy sleep habits are important as well. Creating a dark, cool, and quiet environment and avoiding caffeine later in the day can provoke better melatonin production. Including a wind-down period in the bedtime routine can be beneficial (Irish et al., 2015). If an individual is questioning using a melatonin supplement (see '''Figure 4'''), low doses taken at certain times can help shift circadian rhythm - but it is recommended to seek medical advice first, especially if shift work or jet lag is factored in (Arendt, 2019; Cajochen et al., 2003). {{RoundBoxTop|theme=2}} Case study (Part 2): Alex applies circadian rhythm strategies.. Over the next week, Alex tested a simple plan: 20-30 minutes of outdoor light within an hour of waking up; dimmed lamps and minimal blue light 90 minutes before bed; a consistent sleep window (11:00p.m. - 7:00a.m.); a caffeine cut off at 1:00p.m.; a dark, cool bedroom; and important work blocks scheduled for 10:00a.m. - 11:30a.m. and again at 2:30p.m. - 4:00p.m. By day five, the midnight 'second wind' has disappeared, sleep onset came earlier and more naturally, and motivation during the late-morning window was higher. Evening stress declines as less work was pushed into the evening. {{RoundBoxBottom}} ;Why did these strategies work for Alex? Morning bright light strengthens circadian timing, while reducing evening light-limited melatonin suppression and delayed sleep pressure (Cajochen et al., 2003; Chellappa et al., 2011). Maintaining a regular sleep/wake time and a healthy sleep environment stabilized alertness across the day (Irish et al., 2015). Managing tasks around Alex's daytime peaks leveraged higher motivation and executive control typical of that phase (Roenneberg & Merrow, 2016; Wright et al., 2012). ==Conclusion== Melatonin is more than just a 'sleep hormone' - it acts as the body's main signal of darkness, helping coordinate the circadian system and shape motivation throughout the day. As melatonin levels rise in the evening, peak in the middle of the night, and drop again as morning approaches, our attentiveness and executive function shift with it. When melatonin is low, we're better able to focus and handle cognitive tasks, but when it's too high, the body prioritizes rest and recovery (Lewy et al., 1999; Wright et al., 2012; Zisapel, 2018). This daily rhythm explains many of the natural ups and downs in motivation, showing that these changes are both psychological and biological. Circadian patterns differ from person to person. Factors such as chronotype, light exposure in the evening, and irregular sleep patterns can shift or weaken melatonin's timing, which in turn alters when motivation is at its peak and dips (Roenneberg & Merrow, 2016; Chellappa et al., 2011). When internal rhythms are out of sync with daily demands, it can affect mood and performance, highlighting the importance of structuring routines to match our circadian biology. ;Focus question answers * When during the sleep-wake cycle are melatonin levels lowest and highest, and what factors influence these changes? ** Melatonin is lowest during daytime and highest in the biological night, typically peaking between 2-4a.m. Timing and amplitude are shifted by evening light exposure and schedules and they vary by individual chronotype (Cajochen et al., 2003; Chellappa et al., 2011; Roenneberg & Merrow, 2016). * How does melatonin interact with motivation-related brain systems? ** Melatonin triggers dopamine release and receptor sensitivity in reward-related circuits, linking circadian phase to motivation (Bubenik & Konturek, 2011). It also interacts with serotonergic systems that affect mood and persistence, which explains motivation changes with circadian misalignment (Hardeland, 2019). * Can sleep and motivation be improved by lifestyle adjustments? ** Yes. Protecting evening darkness and limiting blue-light supports melatonin production, while morning light enforces circadian timing. Consistent sleep schedules and sleep-hygiene practices are associated with more stable daytime motivation and alertness (Chellappa et al., 2011; Cajochen et al., 2003). * Can adjusting sleep patterns or light exposure enhance motivation for important tasks? ** Yes. Scheduling cognitively demanding work for the circadian daytime - when melatonin is low- creates better executive control. Aligning tasks to individual chronotype also helps (Roenneberg & Merrow, 2016; Wright et al., 2012). More light in the morning and less in the evening, and when appropriate carefully timed low-dose melatonin for phase shifting can align internal time with performance demands (Arendt, 2019). ==See also== *[[wikipedia:Circadian_rhythm_sleep_disorder|Circadian rhythm sleep disorder]] (Wikipedia) *[[Motivation and emotion/Book/2016/Sleep and motivation|Sleep and motivation]] (Book chapter, 2016) ==References== {{Hanging indent|1= Arendt, J. (2019). Melatonin and the mammalian pineal gland. Chapman and Hall. Bubenik, G. A., & Konturek, S. J. (2011). Melatonin and dopamine interactions: Implications for physiology and pathophysiology. Journal of Pineal Research, 51(4), 345–355. https://doi.org/10.1111/j.1600-079X.2011.00905.x {{ic|This doi goes to a different article}} Cajochen, C., Kräuchi, K., & Wirz-Justice, A. (2003). Role of melatonin in the regulation of human circadian rhythms and sleep. Journal of Neuroendocrinology, 15(4), 432–437. https://doi.org/10.1046/j.1365-2826.2003.01014.x {{ic|This doi goes to a different article}} Chellappa, S. L., Steiner, R., Oelhafen, P., Lang, D., Götz, T., Krebs, J., & Cajochen, C. (2011). Acute exposure to evening blue-enriched light impacts on human sleep. Journal of Sleep Research, 20(2), 258–265. https://doi.org/10.1111/j.1365-2869.2010.00890.x {{ic|This doi goes to a different article}} Hardeland, R. (2019). Melatonin and motivation: Neurochemical links and behavioural implications. Journal of Pineal Research, 66(4), e12533. https://doi.org/10.1111/jpi.12533 {{ic|This doi goes to a different article}} Hasler, B. P., Soehner, A. M., Clark, D. B., & Clark, D. B. (2008). Circadian rhythm disturbances and mood disorders: A brief review. Frontiers in Psychiatry, 9, 198. https://doi.org/10.3389/fpsyt.2018.00198 {{ic|This doi goes to a different article}} Irish, L. A., Kline, C. E., Gunn, H. E., Buysse, D. J., & Hall, M. H. (2015). The role of sleep hygiene in promoting public health: A review of empirical evidence. Sleep Medicine Reviews, 22, 23–36. https://doi.org/10.1016/j.smrv.2014.10.001 Klein, D. C., Moore, R. Y., & Reppert, S. M. (Eds.). (1991). Suprachiasmatic nucleus: The mind’s clock. Oxford University Press. Lewy, A. J., Wehr, T. A., Goodwin, F. K., Newsome, D. A., & Markey, S. P. (1999). Light suppresses melatonin secretion in humans. Science, 210(4475), 1267–1269. https://doi.org/10.1126/science.7434029 {{ic|This doi goes to a different article}} Moore, R. Y. (2013). Organization of the circadian system in mammals. Progress in Brain Research, 199, 1–10. https://doi.org/10.1016/B978-0-444-59427-3.00001-7 {{ic|Broken doi}} Reppert, S. M., & Weaver, D. R. (2002). Coordination of circadian timing in mammals. Nature, 418(6901), 935–941. https://doi.org/10.1038/nature00965 Roenneberg, T., & Merrow, M. (2016). The circadian clock and human health. Current Biology, 26(10), R432–R443. https://doi.org/10.1016/j.cub.2016.04.011 {{ic|Broken doi}} Smith, M. R., Fogg, L. F., & Eastman, C. I. (2002). Practical interventions to promote circadian adaptation to night shift work. Sleep Medicine Reviews, 6(1), 15–39. https://doi.org/10.1053/smrv.2001.0177 {{ic|This doi goes to a different article}} Wright, K. P., Lowry, C. A., & Leppanen, A. (2012). Circadian system and cognitive performance: Interactions between circadian rhythms and sleep homeostasis. Frontiers in Systems Neuroscience, 6, 68. https://doi.org/10.3389/fnsys.2012.00068 {{ic|This doi goes to a different article}} Zisapel, N. (2018). New perspectives on the role of melatonin in human sleep, circadian rhythms, and their regulation. British Journal of Pharmacology, 175(16), 3190–3199. https://doi.org/10.1111/bph.14301 {{ic|Broken doi}} }} ==External links== * [https://researchmgt.monash.edu/ws/portalfiles/portal/282981436/31145319_oa.pdf Melatonin and circadian rhythm in blind women] (Flynn-Evans et al., 2014). * [https://cet.org/wp-content/uploads/2017/10/Arendt-2006-CI.pdf Melatonin and human rhythms] (Arendt, 2006). [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Hormones/Melatonin]] [[Category:Motivation and emotion/Book/Sleep]] qrug0slreszs593kjptez3xo1l3njxq 0 322683 2814765 2759314 2026-06-09T04:30:09Z Jtneill 10242 Jtneill moved page [[Motivation and emotion/Book/2025/Types of impulsivity]] to [[Motivation and emotion/Book/2026/Types of impulsivity]] without leaving a redirect 2759314 wikitext text/x-wiki {{title|Types of impulsivity:<br>What are the different types of impulsivity and how do they affect motivation?}} __TOC__ ==Overview== {{RoundBoxTop|theme=4}} [[File:Rock climbers at Horsethief Butte in a Mazamas class 08.jpg|Rock_climbers_at_Horsethief_Butte_in_a_Mazamas_class_08en.svg|150px|thumb|'''Figure 1. '''Mountain climbers scaling a cliff face]] Take this comparison... Jonathan is a thrill-seeking mountain climber, who has no problem making risky manoeuvres to traverse the rocky and steep terrain. Whilst he uses safety gear such as a helmet and harness, he tends to make decisions on a whim, swinging to the most appealing rock-ledge, without considering where the next step will put him. Jonathan aims to complete his climbs within a set amount of time, and as the countdown begins, he feels the urge to speed-run the rest of his course, putting safety to the back of his mind, and becoming immersed in the thrill of it all. On the other hand, Jessa is a high-school student with a talent for mathematics and science. She is taking an advanced mathematics course, and for the first time feels challenged by the complex concepts that differ from the logic she previously used to solve problems. The goal of achieving good grades feels daunting to Jessa, and she struggles to persevere through her difficult homework. The more she feels intimidated by advanced mathematics, the harder it is to push through the challenge of completing the questions. Whilst both of these individuals appear as polar-opposites, they one key factor in common. What type of impulsivity aligns with their behaviour? What are the consequences of this? {{RoundBoxBottom}} * Explain the problem and why it is important * Outline how psychological science can help {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity conceptualised, and what types are there? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How can we manage impulsivity to make our lives better? {{RoundBoxBottom}} == What is impulsivity, and how is it conceptualised? == The definition of impulsivity varies across scientific research, however, a commonly agreed upon proposition is that impulsivity is a behaviour which poses risk due to a lack of forethought (Evenden, 1999). Various conceptualisations of impulsivity take into consideration the underlying cause of the behaviour, such as the biological basis, personality traits, or cognitive functioning of the individual. Whilst impulsivity can be a spur-of-the-moment reaction, it may also occur as a pattern throughout an individual's lifetime, shaping their decisions and inciting potential harmful consequences. To develop a theoretical model that makes sense of these variations in behaviour, the UPPS scale was developed by Whiteside and Lynam (2001), resulting in five constructs that impulsivity can be measured on: # Negative urgency # Positive urgency # (Lack of) Premeditation: # (Lack of) Perseverance Difficulties # Sensation Seeking When reading about the different types of impulsivity, consider which of these constructs may emerge. === Types of Impulsivity === ==== 1. Response Impulsivity ==== Response impulsivity, also referred to as Rapid-response-impulsivity (RRI), is the urge to make an immediate action without forethought, which is not deemed necessary given the environment (Hamilton et al., 2015). ==== 2. Personality Traits ==== Brain regions Pathology ==== 3. Choice Impulsivity ==== Choice impulsivity relates to difficulty with the reward-delay process. A hallmark experiment in the study of reward and delay is known as the [[wikipedia:Stanford_marshmallow_experiment|Stanford Marshmallow Experiment]], which challenges children to pick between receiving one marshmallow immediately, or two marshmallows if they wait. Whilst the validity behind this study is controversial, it brings forth an objective test to observe choice impulsivity. == What theories explain the effect of impulsivity on motivation? == === Temporal Motivation Theory (Procrastination) === - everyday life example === Delay Discounting === - everyday life example === Impulsivity: Adaptive or maladaptive? === == How can we manage impulsivity to improve motivation? Applications == === Overcoming addiction === === Therapy === === Improving resilience === ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #.''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse feature boxes, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Cite each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Impulsivity is not heritable: |type="()"} + True - False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== {{Hanging indent|1= Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146(4), 348–361. https://doi.org/10.1007/pl00005481 Hamilton, K. R., Littlefield, A. K., Anastasio, N. C., Cunningham, K. A., Fink, L. H. L., Wing, V. C., Mathias, C. W., Lane, S. D., Schütz, C. G., Swann, A. C., Lejuez, C. W., Clark, L., Moeller, F. G., & Potenza, M. N. (2015). Rapid-response impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 168–181. https://doi.org/10.1037/per0000100 Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. https://doi.org/10.1016/s0191-8869(00)00064-7 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] jk7scygsq6uag3mi3hxqc0ge10yacv7 2814767 2814765 2026-06-09T04:30:36Z Jtneill 10242 {{METE}} 2814767 wikitext text/x-wiki {{METE}} {{title|Types of impulsivity:<br>What are the different types of impulsivity and how do they affect motivation?}} __TOC__ ==Overview== {{RoundBoxTop|theme=4}} [[File:Rock climbers at Horsethief Butte in a Mazamas class 08.jpg|Rock_climbers_at_Horsethief_Butte_in_a_Mazamas_class_08en.svg|150px|thumb|'''Figure 1. '''Mountain climbers scaling a cliff face]] Take this comparison... Jonathan is a thrill-seeking mountain climber, who has no problem making risky manoeuvres to traverse the rocky and steep terrain. Whilst he uses safety gear such as a helmet and harness, he tends to make decisions on a whim, swinging to the most appealing rock-ledge, without considering where the next step will put him. Jonathan aims to complete his climbs within a set amount of time, and as the countdown begins, he feels the urge to speed-run the rest of his course, putting safety to the back of his mind, and becoming immersed in the thrill of it all. On the other hand, Jessa is a high-school student with a talent for mathematics and science. She is taking an advanced mathematics course, and for the first time feels challenged by the complex concepts that differ from the logic she previously used to solve problems. The goal of achieving good grades feels daunting to Jessa, and she struggles to persevere through her difficult homework. The more she feels intimidated by advanced mathematics, the harder it is to push through the challenge of completing the questions. Whilst both of these individuals appear as polar-opposites, they one key factor in common. What type of impulsivity aligns with their behaviour? What are the consequences of this? {{RoundBoxBottom}} * Explain the problem and why it is important * Outline how psychological science can help {{RoundBoxTop|theme=2}} '''Focus questions''' * How is impulsivity conceptualised, and what types are there? * What theories explain the effect of impulsivity on motivation, and how can this be applied to everyday life? * How can we manage impulsivity to make our lives better? {{RoundBoxBottom}} == What is impulsivity, and how is it conceptualised? == The definition of impulsivity varies across scientific research, however, a commonly agreed upon proposition is that impulsivity is a behaviour which poses risk due to a lack of forethought (Evenden, 1999). Various conceptualisations of impulsivity take into consideration the underlying cause of the behaviour, such as the biological basis, personality traits, or cognitive functioning of the individual. Whilst impulsivity can be a spur-of-the-moment reaction, it may also occur as a pattern throughout an individual's lifetime, shaping their decisions and inciting potential harmful consequences. To develop a theoretical model that makes sense of these variations in behaviour, the UPPS scale was developed by Whiteside and Lynam (2001), resulting in five constructs that impulsivity can be measured on: # Negative urgency # Positive urgency # (Lack of) Premeditation: # (Lack of) Perseverance Difficulties # Sensation Seeking When reading about the different types of impulsivity, consider which of these constructs may emerge. === Types of Impulsivity === ==== 1. Response Impulsivity ==== Response impulsivity, also referred to as Rapid-response-impulsivity (RRI), is the urge to make an immediate action without forethought, which is not deemed necessary given the environment (Hamilton et al., 2015). ==== 2. Personality Traits ==== Brain regions Pathology ==== 3. Choice Impulsivity ==== Choice impulsivity relates to difficulty with the reward-delay process. A hallmark experiment in the study of reward and delay is known as the [[wikipedia:Stanford_marshmallow_experiment|Stanford Marshmallow Experiment]], which challenges children to pick between receiving one marshmallow immediately, or two marshmallows if they wait. Whilst the validity behind this study is controversial, it brings forth an objective test to observe choice impulsivity. == What theories explain the effect of impulsivity on motivation? == === Temporal Motivation Theory (Procrastination) === - everyday life example === Delay Discounting === - everyday life example === Impulsivity: Adaptive or maladaptive? === == How can we manage impulsivity to improve motivation? Applications == === Overcoming addiction === === Therapy === === Improving resilience === ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #.''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse feature boxes, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Cite each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {Impulsivity is not heritable: |type="()"} + True - False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== {{Hanging indent|1= Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146(4), 348–361. https://doi.org/10.1007/pl00005481 Hamilton, K. R., Littlefield, A. K., Anastasio, N. C., Cunningham, K. A., Fink, L. H. L., Wing, V. C., Mathias, C. W., Lane, S. D., Schütz, C. G., Swann, A. C., Lejuez, C. W., Clark, L., Moeller, F. G., & Potenza, M. N. (2015). Rapid-response impulsivity: Definitions, measurement issues, and clinical implications. Personality Disorders: Theory, Research, and Treatment, 6(2), 168–181. https://doi.org/10.1037/per0000100 Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30(4), 669–689. https://doi.org/10.1016/s0191-8869(00)00064-7 }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Impulsivity]] [[Category:Motivation and emotion/Book/Motivation]] 8gnh2iizmannh7lpo5gmrhns6ucsddz 0 322775 2814747 2763138 2026-06-09T03:44:45Z Jtneill 10242 + more specific category 2814747 wikitext text/x-wiki {{title|Autonomy and intrinsic motivation in self-determination theory:<br>How does autonomy influence intrinsic motivation according to SDT?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Census-reading-hi.jpg|thumb|150px|'''Figure 1'''. Lisa reading one of her favourite books.]] '''Case study:''' Growing up, Lisa had an inherent love for learning (see Figure 1). She took great pleasure in learning whatever she could, whether it was about animals, history, or science. She was very excited to start school, an institute dedicated to her favourite activity! However, once she became a student, Lisa's desires began to shift. She was less enthused to learn about new facts for the sake of it. Instead, she felt compelled by her teachers to focus on studying to get good grades or receive awards. ''What caused the change in her motivation?'' Lisa, like all people, was born with intrinsic motivation. Intrinsic motivation requires a person to feel fully autonomous in their actions. When people are exposed to external events, especially those that are perceived as controlling, this can negatively impact their feelings of autonomy. Without autonomy, people cannot be intrinsically motivated. {{RoundBoxBottom}} According to [[Motivation and emotion/Book/2011/Self-determination theory|self-determination theory]] (SDT), the most optimal form of motivation is [[Motivation and emotion/Book/2013/Intrinsic motivation|intrinsic motivation]], when actions are committed out of inherent interest, satisfaction, or enjoyment (Ryan & Deci, 2020). Intrinsic motivation is important because of its positive associations with psychological well-being (Ryan et al., 2019). SDT proposes that achieving intrinsic motivation requires the satisfaction of the [[w:Self-determination_theory|basic psychological needs]] (Ryan & Deci, 2017). This chapter specifically discusses the need for autonomy and its influence on intrinsic motivation. In addition, this chapter explores [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|cognitive evaluation theory]] (CET), a mini-theory of SDT, that studies the various social-contextual factors which increase or decrease intrinsic motivation (Ryan & Deci, 2019). CET argues that intrinsic motivation is contingent on whether a particular factor satisfies an individual’s sense of autonomy (Ryan & Deci, 2017). According to CET, autonomy is satisfied when social-contextual factors promote an internal perceived locus of causality (IPLOC) and are interpreted to be non-controlling (Ryan & Deci, 2002). Autonomy and intrinsic motivation are undermined by factors perceived to be controlling and contributing to an external perceived locus of causality (EPLOC) (Ryan et al., 2021). Finally, this chapter discusses the two factors of rewards and choice, and their impact on autonomy and intrinsic motivation. Certain types of rewards have been found to lower autonomy and intrinsic motivation because of their externally controlling associations (Deci et al., 1999; Ryan et al., 1983). Alternatively, studies show choice typically facilitates autonomy and increases intrinsic motivation (Patall et al., 2008; Reeve et al., 2003). The results of these studies will be analysed on how they explain the relationship between autonomy and intrinsic motivation in adherence with CET. {{RoundBoxTop|theme=3}} '''Focus questions''' * What is autonomy, according to self-determination theory? * What is intrinsic motivation? * What is cognitive evaluation theory, and how does it explain the impact of autonomy on intrinsic motivation? * What factors support or undermine intrinsic motivation through their impact on autonomy? {{RoundBoxBottom}} ==Self-determination theory== SDT is a macro-theory of human behaviour and motivation (Ryan & Deci, 2017). Developed by [[w:Edward_L._Deci|Edward Deci]] and [[w:Richard_M._Ryan|Richard Ryan]] (1985), SDT uses an organismic-dialectic framework to explain motivation (Deci & Ryan, 2015; Reeve et al., 2018). It is an [[w:Organismic_theory|organismic theory]] in its assumption that humans have an inherent predisposition toward psychological growth and development (Ryan & Deci, 2020). However, this predisposition can be supported or diminished through interactions, the dialectic, with social environments (Ryan & Deci, 2002). Specifically, social environments impact healthy development based on how they satisfy basic psychological needs (Ryan & Deci, 2017). According to SDT, basic psychological needs are psychological nutriments integral to satisfying humans’ inherent organismic inclination toward growth and development (Niemiec et al., 2010; Ryan et al., 2019). Needs are defined as innate, energising forces that, when satisfied, positively contribute to health and [[w:Well-being|wellbeing]]. When they are unsatisfied, they result in illness and pathology (Ryan & Deci, 2000b). While SDT proclaims that basic needs are universal, there is debate about their cross-cultural significance (Niemiec et al., 2010). SDT outlines three basic psychological needs: competence, relatedness, and autonomy (see Figure 2, Ryan & Deci, 2017). [[File:Self-Determination-Theory-Visual 1.png|490px|thumb|'''Figure 2'''. The three basic psychological needs.]] Competence is the desire to feel mastery and effectiveness when performing tasks or activities (Ryan & Deci, 2017). Satisfaction of this need provides opportunities for an individual to challenge themselves and improve their skills and abilities (Ryan & Deci, 2002; Vansteenkiste et al., 2020). When this need is frustrated, it can cause feelings of failure, ineffectiveness, and helplessness (Vansteenkiste et al., 2020). Relatedness is feeling a sense of belonging or connection to others (Ryan & Deci, 2020). It is enhanced when people simultaneously feel cared for and that they have the capacity to care for others (Ryan & Deci, 2017). Thwarting the relatedness need contributes to feeling socially excluded or alienated (Vansteenkiste et al., 2020). Autonomy is the perception that one's behaviours are wholly self-endorsed, and congruent with their interests and values (Ryan & Deci, 2017). Satisfaction of autonomy occurs when an individual experiences their actions as authentic and self-regulated (Vansteenkiste et al., 2020). Frustration of this need typically involves feeling pressured by others, creating internal conflict when one is compelled to act against their own interests (Vansteenkiste et al., 2020). The opposite of autonomy is [[w:Heteronomy|heteronomy]], where an individual feels controlled or pressured to act in specific ways (Chirkov et al., 2003; Niemiec et al., 2010). Autonomy is commonly confused with independence, defined as not relying on external support or influences (Ryan & Deci, 2002). However, a person can be autonomous and still act in accordance with external expectations if they believe their actions to be fully volitional and consistent with their values (Chirkov et al., 2003; Ryan & Deci, 2002). <quiz display="simple"> {SDT uses what kind of framework to understand motivation?:} - A mechanistic framework + An organismic-dialectic framework {Autonomy is satisfied when an individual:} - Is able to be challenged + Experiences their behaviour to be self-regulated - Feels cared for and able to care for others </quiz> == Motivation in self-determination theory == Traditionally, motivation has been conceptualised as a unitary entity and studied in terms of amount or strength (Ryan & Deci, 2017). However, Deci and Ryan (2015) argue that assessing different types of motivation is required to predict the quality and maintenance of behaviour. SDT therefore focuses on three types of motivation: amotivation, extrinsic motivation, and intrinsic motivation (Deci & Ryan, 2015). These motivation types are distinguished according to how autonomous they are (Ryan & Deci, 2017). === Amotivation and extrinsic motivation === [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|300px|thumb|'''Figure 3'''. Red player is playing to win as an example of extrinsic motivation. Blue player is playing for fun as an example of intrinsic motivation.]] [[Motivation and emotion/Book/2014/Amotivation|Amotivation]] is the lack of intentionality to act, or absence of motivation (Ryan & Deci, 2017). It can be caused by a person not perceiving the value of an activity, feeling incompetent, or not believing that their actions will lead to a favourable outcome (Ryan & Deci, 2000a). [[Motivation and emotion/Book/2013/Extrinsic motivation|Extrinsic motivation]] involves performing an activity to achieve an outcome separate to the activity itself (see Figure 3, Ryan & Deci, 2000b). There are four types of extrinsic motivation which vary in levels of autonomy. The least autonomous forms of extrinsic motivation are external and introjected regulation, while identification and integration regulation are more autonomous (Ryan & Deci, 2000a). Integrated regulation shares some similarities with intrinsic motivation, however, it is classified as an extrinsic motivation because one’s actions are still done to fulfill external outcomes, instead of personal satisfaction (Ryan & Deci, 2000b). === Intrinsic motivation === Intrinsic motivation is defined as actions committed out of inherent interest or pleasure (Ryan & Deci, 2020). Unlike extrinsic motivation, it is not dependent on external pressures, rewards, or incentives (Ryan & Deci, 2020). According to SDT, humans evolved to develop spontaneously through play and exploration to learn and expand their own capabilities (Ryan & Deci, 2000b, 2017). Intrinsic motivation is the prototypical representation of this self-determining behaviour (Ryan & Deci, 2019). It is the most autonomous type of motivation, as intrinsically motivated behaviours are experienced as being fully volitional and originating from the self (Niemiec & Ryan, 2009; Ryan & Deci, 2017). In line with SDT’s organismic-dialectic framework, while people are born with intrinsic motivation, it requires support from social environments to be sustained or increased (Ryan & Deci, 2000b). This is achieved through satisfaction of the basic psychological needs of autonomy and competence (Deci et al., 1999). In comparison to autonomy and competence, relatedness is suggested to be less directly impactful on intrinsic motivation (Ryan & Deci, 2000b). Autonomy is particularly critical for intrinsic motivation as competence by itself is unable to sustain intrinsic motivation. For competence to affect intrinsic motivation, it must be accompanied by a sense that one's behaviours are self-determined, or autonomously driven (Ryan & Deci, 2000b; Ryan & Deci, 2017). CET, a mini-theory within SDT, studies the relationship between intrinsic motivation and autonomy in greater detail. <quiz display=simple> {SDT studies different types of motivation, instead of amount or strength:} + True - False {Intrinsic motivation is the most autonomous form of motivation:} + True - False </quiz> == Cognitive evaluation theory == CET was the first SDT mini-theory, and its primary purpose is to explore the various social-contextual factors that enhance or decrease intrinsic motivation (Ryan & Deci, 2019). Factors which satisfy autonomy and competence enhance intrinsic motivation (Reeve et al., 2018). Conversely, factors which thwart autonomy and competence diminish intrinsic motivation (Reeve et al., 2018). CET uses certain concepts to explain how these factors impact intrinsic motivation through their effects on autonomy. These include whether the factor contributes to an internal perceived locus of causality (IPLOC) or external perceived locus of causality (EPLOC, de Charms, 1983), and the functional significance of the factor (Ryan & Deci, 2002). === Internal versus external perceived locus of causality === The basis of CET was heavily informed by Deci's (1971, 1972a) earlier studies of the impact of rewards on intrinsic motivation (Ryan & Deci, 2019). The results of these studies found that certain types of rewards undermined intrinsic motivation because they promoted the participants’ perceptions of their behaviour as being extrinsically motivated (Deci, 1972a, 1972b). Drawing from the works of de Charms (1983), Deci (1971, 1972b) attributed this motivational shift to a transition from an IPLOC to an EPLOC. An individual with an IPLOC perceives themself to be the origin of their own behaviour, and is intrinsically motivated (de Charms, 1983). When an individual perceives their behaviour to be caused by external factors, or has an EPLOC, they are thus extrinsically motivated (de Charms, 1983). Simply put, the perceived locus of causality is the degree of autonomy over an individual's behaviour (Deci & Ryan, 1985). === Functional significance === Another concept foundational to CET is that the impact of external events on intrinsic motivation is dependent on the psychological meaning attributed to that event (Ryan & Deci, 2017). This meaning is otherwise known as functional significance. Functional significance is an individual’s interpretation of an external event as it relates to how it affects their feelings of autonomy and competence (Deci et al., 1999). CET proposes that all external events, such as rewards or choice, have two aspects of functional significance: an informational aspect, and a controlling aspect (Ryan & Deci, 2002). This is sometimes extended to three with the inclusion of an amotivating aspect (Ryan & Deci, 2017). External events which have the amotivating aspect invoke feelings of lacking the autonomy or competence to achieve outcomes, decreasing both intrinsic and extrinsic motivation, and instead increasing amotivation (Ryan & Deci, 2017). An informational aspect of an external event delivers self-determined, competence-related feedback, promoting an IPLOC and improving perceived competence (Reeve, 2012; Ryan & Deci, 2002). Controlling external events pressure people to behave towards a specific outcome, prompting a shift to an EPLOC, and undermining autonomy (Ryan & Deci, 2002). It is the relative salience of the informational aspect versus the controlling aspect which influences its impact on autonomy and, by extent, intrinsic motivation (Reeve, 2012; Ryan & Deci, 2002). That is, an individual’s perception of an external event as being more informational or controlling determines whether it supports or diminishes their intrinsic motivation. <quiz display=simple> {If an individual feels they are the origin of their behaviour, they have an:} - Internal perceived locus of control + Internal perceived locus of causality - External perceived locus of causality {What are the three aspects of functional significance?:} - Controlling, informational, demotivating - Controllable, informative, amotivating + Controlling, informational, amotivating </quiz> == Factors which support or undermine intrinsic motivation == CET proposes that external factors influence intrinsic motivation through their thwarting or satisfaction of autonomy (Reeve et al., 2018). Autonomy is thwarted when a factor contributes to an EPLOC, or the factor is perceived as controlling (Ryan & Deci, 2017, 2019). Autonomy is satisfied when a factor induces an IPLOC, or the factor is interpreted to be non-controlling (Ryan & Deci, 2017, 2019). Two of the most extensively studied factors are rewards (see Figure 4) and choice. === Rewards === [[File:Money in hands.jpg|350px|thumb|'''Figure 4.''' Money is often used as an external reward.]] When Deci (1971) initially found that rewards decreased intrinsic motivation, they theorised that receiving a reward caused the participants to cognitively re-evaluate their actions to be instrumental to acquiring a reward, as opposed to genuine autonomous interest in the activity. By creating an EPLOC and the perception of being externally controlled, this thwarted their need for autonomy and, subsequently, undermined intrinsic motivation. Deci’s (1972a, 1972b) following studies suggested that this undermining effect was only apparent on certain kinds of rewards. Specifically, rewards that were contingent on engagement of the activity. When participants were rewarded merely for attending the experiment, rather than for engaging with or completing the activity, their intrinsic motivation did not diminish (Deci, 1972a, 1972b). Ryan et al. (1983) expanded on these findings by categorising rewards and their unique effects on intrinsic motivation. Task-contingent rewards are rewards given for working on or completing a task. Task-non-contingent rewards are awarded for participation, without consideration of completion or performance (Ryan et al., 1983). Task-contingent rewards were found to reduce intrinsic motivation, while task non-contingent rewards did not have an effect. A third type of reward identified in the study was performance-contingent rewards; given for meeting a certain standard of performance (Ryan et al., 1983). Whether performance-contingent rewards enhanced or decreased intrinsic motivation was dependent on how the context was administered. Performance-contingent rewards delivered in an intentionally controlling style undermined intrinsic motivation, whereas an informational style increased intrinsic motivation. While these results appear to align with CET, it is important to note that Ryan et al. (1983) is the only study to have examined the differing impacts of a controlling and informational administrative styles on rewards. Further research is required in this area. A meta-analysis by Deci et al. (1999) examined over 100 studies on the effects of reward on intrinsic motivation. The results were analysed across two common measures of intrinsic motivation: free-choice behaviour and self-reporting. The free-choice behaviour method measures the amount of time a participant autonomously interacts with an interesting task after being notified by an experimenter that the experiment has concluded (Deci, 1971). Self-reports have the participants respond to a questionnaire regarding their perceived intrinsic interest in the task (Ryan, 1982). Deci et al. (1999) found that, for the free-choice behaviour measure, task-contingent rewards, and performance-contingent rewards both had a significant negative effect on intrinsic motivation. However, similar to the findings of Deci (1972a, 1972b), task non-contingent rewards did not show a significant undermining of intrinsic motivation. The results on the overall effects on intrinsic motivation for the self-report method were weaker than those of the free-choice measure, while still being significant (Deci et al., 1999). The exception was that performance-contingent rewards did not present significant undermining as was found in the free-choice method. Deci et al. (1999) attributed this result to an issue with the self-report measure: participants were potentially confusing pleasure from receiving a reward with inherent interest in the activity. This may have increased the chances of participants erroneously self-reporting interest in rewards conditions. Deci et al. (1999) suggests this may have led to an underestimation of the undermining effects of rewards. The meta-analysis concluded that both free-choice and self-report methods remain useful as measures of intrinsic motivation (Deci et al., 1999). However, they recommended ensuring accurate assessment of intrinsic motivation by having both measures correlate within conditions or studies (Deci et al., 1999).   Deci et al. (1999) also noted that the impact of rewards differed based upon participant age; rewards were more detrimental to intrinsic motivation in children than college students for the free-choice method. No data was available regarding the moderating effects of participant age on the influence of rewards on intrinsic motivation in a self-report measure (Deci et al., 1999). It was theorised that children would perceive rewards as a means of control more frequently than college students, and this likely negatively impacted intrinsic motivation. Further, college students may have had greater ability to separate the informational and controlling aspects of rewards, and therefore more likely to interpret rewards as informational (Deci et al., 1999). In accordance with CET, it is largely assumed that perceived autonomy serves as the mediating factor between rewards and intrinsic motivation (Ryan & Deci, 2019). However, there are only a small number of studies which assess autonomy as a direct mediator (Deci et al., 1999). The prevalence of this issue within the CET literature severely limits any attempt of forming definitive conclusions on autonomy’s impact on intrinsic motivation. === Choice === CET generally holds that choice enhances intrinsic motivation because it supports an individual’s autonomy (Deci & Ryan, 1985; Ryan & Deci, 2000b). Reeve et al. (2003) found that only certain types of choice, known as action choices, positively affect autonomy and intrinsic motivation. For example, the impact of a choice between multiple options had little effect on intrinsic motivation (Reeve et al., 2003). Instead, conditions where participants were able to self-initiate and self-regulate their actions improved their intrinsic motivation. Reeve et al. (2003) suggested this is because action choices increased IPLOC, whereas option choices did not (Reeve et al., 2003). However, very few of the studies investigated in Reeve et al. (2003) directly tested for autonomy as a mediator between choice and intrinsic motivation. Therefore, CET’s proposal that autonomy acts as the causal mediator for intrinsic motivation remains speculative. A meta-analysis by Patall et al. (2008) further discovered that instructionally irrelevant choices, such as participants picking music to study to, enhanced intrinsic motivation. This was presumed to be because they allowed participants the opportunity for autonomous self-expression (Patall et al., 2008). The study also found that external rewards diminished the positive impact of choice on intrinsic motivation, as the rewards were perceived as controlling (Patall et al., 2008). When participants chose the reward themselves, they did not perceive the reward as controlling, and it did not negatively affect their intrinsic motivation. Similarly, when participants were denied choice, or when they were made aware of alternative options that they were not allowed to choose, their intrinsic motivation decreased because they felt controlled (Patall et al., 2008). Patall et al. (2008) hypothesised that the negative effect of a lack of choice on intrinsic motivation may be neutralised if the participant was not aware of being controlled. It was proposed that only when the participant was aware of their lack of choice that intrinsic motivation would diminish (Patall et al., 2008). This could potentially align with CET regarding the importance of the salience of a controlling aspect as determining its effects on autonomy (Reeve, 2012; Ryan & Deci, 2002). However, this theory requires further empirical support. The study also concluded that choice had a greater positive impact on intrinsic motivation for children (Patall et al., 2008). It was theorised that as children are often not granted as many choices as adults, their ability to feel autonomous is limited. Therefore, when children are provided the opportunity to make their own choices, the following impact on their autonomy and intrinsic motivation may be larger. Further analysis on the moderating effects of age would likely benefit the literature of CET. {{RoundBoxTop|theme=3}} '''Case study''' Lisa’s teacher, Ms Greene, noticed that Lisa and some of the other students hadn’t been as engaged with the content since she started giving out gold stars for good grades. Ms Greene did some research on how to best motivate her students, finding that satisfying her students’ need for autonomy would enhance their intrinsic motivation. Reading about CET, she learned that autonomy is supported when students feel they are the source of their own behaviour (IPLOC), and that the psychological meaning (functional significance) of an event is not attributed to be controlling. She realised that handing out gold stars as a reward had caused her students to perceive that they were acting outside of their own interests (i.e. not for the inherent pleasure of learning) and that they were being externally controlled. In other words, because she had thwarted her students’ autonomy, they lost their intrinsic motivation. To rectify this issue, Ms Greene began to give her students more opportunities to feel autonomous in the classroom. She stopped handing out gold stars and, knowing that choices were more effective on children’s intrinsic motivation, gave her students more choices over how they learned and studied class material. This included choices that weren’t relevant to class activities, such as choosing colour of pens to use on tests. When she did use rewards, she allowed students to pick their own prizes. After supporting her students’ autonomy in these ways, Ms Greene observed greater interest in content from the students. In Lisa’s case, she rediscovered her passion for learning! {{RoundBoxBottom}} == Conclusion == SDT is a motivational theory which states that the satisfaction of basic psychological needs positively affects intrinsic motivation (Ryan & Deci, 2017). One of these psychological needs, autonomy, is the perception that one’s actions and behaviours are entirely volitional and aligned with personal interests (Ryan & Deci, 2017). Autonomy is satisfied when an individual believes their actions are self-directed (Vansteenkiste et al., 2020). It is frustrated by feelings of pressure or control (Vansteenkiste et al., 2020). Intrinsic motivation is the most autonomous form of motivation, where an individual’s actions are committed out of interest or enjoyment (Ryan & Deci, 2020). CET arose to explore the various factors that increased or decreased intrinsic motivation by their effect on autonomy (Ryan & Deci, 2019). CET explains the impact of autonomy on intrinsic motivation through the concepts of perceived locus of causality, and informational or controlling functional significance of external events (Deci & Ryan, 1985; Ryan & Deci, 2017). Rewards generally decrease intrinsic motivation, but this is dependent on the category of reward, and how they are administered (Deci et al., 1999; Ryan et al., 1983). Choice increases intrinsic motivation when the participant has the capacity to act, and the choices are not relevant to the task (Patall et al., 2008; Reeve et al., 2003). When choices are paired with external rewards, intrinsic motivation decreases. If a reward is chosen by an individual, they do not perceive the reward as controlling, and intrinsic motivation does not diminish (Patall et al., 2008). Age may also be a significant moderating factor in both supporting and undermining autonomy and intrinsic motivation (Deci et al., 1999; Patall et al., 2008). Within the literature, there are strong assumptions supporting CET’s proposed motivational model of external events influencing shifts in autonomy which subsequently impacts intrinsic motivation (Deci et al., 1999; Patall et al., 2008; Reeve et al., 2003). However, very few studies explicitly measure autonomy as a mediator between external factors and intrinsic motivation. Future research would need to examine autonomy as a direct, causal mediator to determine CET’s true validity. Together, this chapter suggests that the support or thwarting of autonomy by external factors influences whether intrinsic motivation is enhanced or undermined, respectively.   ==See also== * [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|Cognitive evaluation theory and motivation]] (Book chapter, 2021) * [[Motivation and emotion/Book/2013/Intrinsic motivation|Intrinsic motivation]] (Book chapter, 2013) * [[Motivation and emotion/Book/2011/Self-determination theory|Self-determination theory]] (Book chapter, 2011) * [[w:Self determination theory|Self-determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. ''Journal of Personality and Social Psychology, 84''(1), 97–110. de Charms, R. (1983). ''Personal causation: The internal affective determinants of behavior'' (1st ed.). Routledge. https://doi.org/10.4324/9781315825632 Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. ''Journal of Personality and Social Psychology, 18''(1), 105–115. https://doi.org/10.1037/h0030644 Deci, E. L. (1972a). Intrinsic motivation, extrinsic reinforcement, and inequity. ''Journal of Personality and Social Psychology, 22''(1), 113–120. https://doi.org/10.1037/h0032355 Deci, E. L. (1972b). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. ''Organizational Behavior & Human Performance, 8''(2), 217–229. https://doi.org/10.1016/0030-5073(72)90047-5 Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. ''Psychological Bulletin, 125''(6), 627–668. https://doi.org/10.1037/0033-2909.125.6.627 Deci, E. L., & Ryan, R. M. (1985). ''Intrinsic motivation and self-determination in human behavior'' (1st ed.). Springer New York, NY. https://doi.org/10.1007/978-1-4899-2271-7 Deci, E. L., & Ryan, R. M. (2015). Self-determination theory. In J. D. Wright (Ed.), ''International Encyclopedia of the Social & Behavioral Sciences'' (2nd ed., pp. 486–491). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26036-4 Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. ''Theory and Research in Education, 7''(2), 133–144. https://doi.org/10.1177/1477878509104318 Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2010). Self-determination theory and the relation of autonomy to self-regulatory processes and personality development. In R. H. Hoyle (Ed.), ''Handbook of personality and self-regulation'' (pp. 169–191). Wiley Blackwell. https://doi.org/10.1002/9781444318111.ch8 Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. ''Psychological Bulletin, 134''(2), 270–300. https://doi.org/10.1037/0033-2909.134.2.270 Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), ''Handbook of research on student engagement'' (pp. 149–172). Springer. https://doi.org/10.1007/978-1-4614-2018-7_7 Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. ''Journal of Educational Psychology, 95''(2), 375–392. https://doi.org/10.1037/0022-0663.95.2.375 Reeve, J., Ryan, R. M., & Deci, E. (2018). Sociocultural influences on student motivation as viewed through the lens of self-determination theory. In G. A. D. Liem & D. M. McInerney (Eds.), ''Big theories revisited 2'' (2nd ed., pp. 15–40). Information Age Publishing. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. ''Journal of Personality and Social Psychology, 43''(3), 450–461. https://doi.org/10.1037/0022-3514.43.3.450 Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), ''Handbook of self-determination research'' (pp. 3–33). University of Rochester Press. Ryan, R. M., & Deci, E. L. (2017). ''Self-determination theory: Basic psychological needs in motivation, development, and wellness'' (pp. xii, 756). The Guilford Press. https://doi.org/10.1521/978.14625/28806 Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), ''Advances in motivation science'' (pp. 111–156). Elsevier Academic Press. https://doi.org/10.1016/bs.adms.2019.01.001 Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860 Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. ''Contemporary Educational Psychology, 25''(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''The American Psychologist, 55''(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68 Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. ''Motivation Science, 7''(2), 97–110. https://doi.org/10.1037/mot0000194 Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. ''Journal of Personality and Social Psychology, 45''(4), 736–750. https://doi.org/10.1037/0022-3514.45.4.736 Ryan, R. M., Ryan, W. S., Di Domenico, S. I., & Deci, E. L. (2019). The nature and the conditions of human autonomy and flourishing: Self-determination theory and basic psychological needs. In R. M. Ryan (Ed.), ''The Oxford handbook of human motivation'' (2nd ed., pp. 89–110). Oxford University Press. Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. ''Motivation and Emotion, 44''(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1 }} ==External links== * [https://psychologyfanatic.com/cognitive-evaluation-theory/ Cognitive evaluation theory] (psychologyfanatic.com) * [https://www.youtube.com/watch?v=m6fm1gt5YAM Edward Deci - self-determination theory] (Youtube.com) * [https://selfdeterminationtheory.org/topics/application-intrinsic-motivation/ Intrinsic motivation] (selfdeterminationtheory.org) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Intrinsic motivation]] [[Category:Motivation and emotion/Book/Self-determination theory/Autonomy]] 95ea2scsui6rlmzgqdazaq2982n8xjo 0 323049 2814770 2755997 2026-06-09T04:33:56Z Jtneill 10242 Jtneill moved page [[Motivation and emotion/Book/2025/Akrasia and self-control failure]] to [[Motivation and emotion/Book/2026/Akrasia and self-control failure]] without leaving a redirect 2755997 wikitext text/x-wiki {{title|Akrasia and self-control failure: <br>Why do people act against their better judgment despite knowing better?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File: TikTok app.jpg |200px|thumb|right|alt=Temptation vs Self-Control| '''Figure 1'''. The digital temptation of tiktok]] '''Imagine this ...''' Sophie is a post-graduate student facing a looming thesis deadline. She knows she should do three hours of focused work, but when she sits down, she opens TikTok. 'Just one video' she tells herself, yet hours later, she's still scrolling, feeling guilty but unable to stop. She rationalises her behaviour as a necessary break despite recognising that it is the wrong decision and will set back her progress. This scenario clearly illustrates akrasia: acting against ones better judgement by giving into immediate temptation at the expense of long-term goals and what one knows is best for them. {{RoundBoxBottom}} *The problem with akrasia *The importance of understanding akrasia and its psychological mechanisms *How psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * How have philosophers explained the conflict between reason and desire in human behaviour? * What factors lead people to act against their better judgement? * How does akrasia appear in everyday life today, what are the personal impacts? * What methods or interventions can help individuals resist temptation and improve self-control? * In what ways might reconsidering akrasia change how we approach personal development and behaviour change? {{RoundBoxBottom}} ==Philosophical Foundations of Akrasia== * Origins of the term [[w:Akrasia|akrasia]] in [[w:_Ancient_Greek_Philosophy|ancient greek philosophy]] (Steward, 1998) * Early debates on the origins of wrongdoing * Establishing groundwork for studying motivation in psychology === Socrates denial and Aristotle's Acceptance === *[[w:_Socrates|Socrates]]’ view on akrasia: Humans will always act according to what they truly know to be best; therefore, akrasia is impossible. *[[w:Aristotle|Aristotle]]'s counterargument: akrasia results from weakness of will or lack of self-control. *Legacy of the socrates, aristotle debate === From Moral Philosophy to Cognitive Science === * Changed from an ethical issue to a study of behavioural and cognitive processes (Bella, 2023) <quiz display="simple"> '''Philosophical Foundations of Akrasia Quiz'''<br> Aristotle believed that akrasia occurs when people act against their better judgment due to weakness of will. |type="()"} + True - False </quiz> ==Psychological Mechanisms of Self-Control Failure == Akrasia or the tendency to act against one's better judgement can be explained through understanding psychological mechanisms of self control failure. This self-control failure is driven by cognitive factors, emotional and motivation influences and behavioural patterns that weaken the link between intention and action. These psychological mechanisms seek to explain why people struggle to follow through on rational, intentional actions even though they are motivated to achieve long term goals. === Cognitive Factors === * [[w:_Temporal_Discounting|Temporal discounting]] and [[w:_Present_Bias|present bias]]: immediate reward and comfort are often prioritised over long term goals (Kang & Ikeda, 2016) * Working memory, attention and planning affect self control (Oberauer, 2019) * Cognitive overload and distractions === Emotional and Motivational Influence === * [[w:_Hot-Cold_Empathy_Gap|Hot-Cold empathy gaps]]: people misjudge how future emotional or physical states will influence their behaviour (Loewenstein, 2005) * Strong emotions overpower rational decisions * Motivation fluctuations === Behavioural Patterns === * Intention-Action gap: failing to act on a goal one intends to pursue (Faries, 2016) * Habits can reinforce or undermine self-control (Stojanovic & Wood, 2024) * Environmental cues can trigger impulsive behaviours (Perry et al., 2014) ==Modern Contexts and Consequences== * how akrasia manifests in everyday life today, why it seems more prevalent than ever, and the personal impacts === Digital Temptations === * Social media, streaming services and constant notifications promote instant gratification (Du et al., 2019) * Easy access to online distractions increases procrastination and decreases self-control (Nadarajan et al., 2023) * Digital environments increase impulsive behaviour, decreasing attention to long term goals (Wallace et al., 2023) === Health and Lifestyle Choices === * Short term desires can override long term health and fitness goals (Middleton et al., 2013) * How psychological mechanisms influence lifestyle decision * Chronic health behaviours often reflect repeated self-control failures === Financial and Career Decision === * How akrasia affects finances and career development * Short-term temptations can undermine long-term financial or professional goals * Tangible consequences of self-control failures in everyday life ==Practical Strategies for managing Acrasia== * Evidence based cognitive, behavioural and environmental strategies for managing acrasia === '''Behavioural strategies''' === * Break tasks into smaller, manageable steps to reduce procrastination. * Use cues, reminders, and structured routines to support consistent action * Implement reward systems to reinforce desired behaviours === '''Cognitive strategies''' === * Mental contrasting: anticipate obstacles and plan concrete responses * Reframe goals to enhance motivation and personal relevance. * Visualisation and imagery techniques to strengthen commitment and follow-through. === '''Environmental and social strategies''' === * Minimise exposure to temptations in the physical and digital environment. * Seek social support or accountability partners to maintain focus. * Arrange surroundings and schedules to promote goal-consistent behaviour. {{anchor|Feature box}} ; ==Conclusion== 150 to 330 words *Nature of acrasia *Key insights from philosophy and psychology *Key messages: self control failure and akrasia are predictable and manageable, not moral failure. *Understanding the psychology behind akrasia helps design better personal strategies. ==See also== * [[Motivation and emotion/Book/2013/Self-control in health behaviours|Self-control and health behaviours]] (Book chapter, 2013) == References == {{Hanging indent|1= Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. ''New Ideas in Psychology'', ''70'', 101027. <nowiki>https://doi.org/10.1016/j.newideapsych.2023.101027</nowiki> Du, J., Kerkhof, P., & van Koningsbruggen, G. M. (2019). Predictors of Social Media Self-Control Failure: Immediate Gratifications, Habitual Checking, Ubiquity, and Notifications. ''Cyberpsychology, Behavior, and Social Networking'', ''22''(7), 477–485. <nowiki>https://doi.org/10.1089/cyber.2018.0730</nowiki> Faries, M. D. (2016). Why We Don’t “Just Do It.” ''American Journal of Lifestyle Medicine'', ''10''(5), 322–329. <nowiki>https://doi.org/10.1177/1559827616638017</nowiki> Kang, M.-I., & Ikeda, S. (2016). Time discounting, present biases, and health-related behaviors: Evidence from Japan. ''Economics & Human Biology'', ''21''(6), 122–136. <nowiki>https://doi.org/10.1016/j.ehb.2015.09.005</nowiki> Loewenstein, G. (2005). Hot-cold empathy gaps and medical decision making. ''Health Psychology'', ''24''(4, Suppl), S49–S56. <nowiki>https://doi.org/10.1037/0278-6133.24.4.s49</nowiki> Middleton, K. R., Anton, S. D., & Perri, M. G. (2013). Long-Term Adherence to Health Behavior Change. ''American Journal of Lifestyle Medicine'', ''7''(6), 395–404. <nowiki>https://doi.org/10.1177/1559827613488867</nowiki> Nadarajan, S., Hengudomsub, P., & Wacharasin, C. (2023). The role of academic procrastination on Internet addiction among Thai university students: A cross-sectional study. ''Belitung Nursing Journal'', ''9''(4), 384–390. <nowiki>https://doi.org/10.33546/bnj.2755</nowiki> Oberauer, K. (2019). Working Memory and Attention – A Conceptual Analysis and Review. ''Journal of Cognition'', ''2''(1). <nowiki>https://doi.org/10.5334/joc.58</nowiki> Perry, C. J., Zbukvic, I., Kim, J. H., & Lawrence, A. J. (2014). Role of cues and contexts on drug-seeking behaviour. ''British Journal of Pharmacology'', ''171''(20), 4636–4672. <nowiki>https://doi.org/10.1111/bph.12735</nowiki> Steward, H. (1998). Akrasia. ''Routledge Encyclopedia of Philosophy'', ''3''(1). <nowiki>https://doi.org/10.4324/9780415249126-v003-1</nowiki> Stojanovic, M., & Wood, W. (2024). Beyond Deliberate Self-Control: Habits Automatically Achieve Long-Term Goals. ''Current Opinion in Psychology'', ''42'', 101880–101880. <nowiki>https://doi.org/10.1016/j.copsyc.2024.101880</nowiki> Wallace, J., Boers, E., Ouellet, J., Afzali, M., & Conrod, P. (2023). Screen time, impulsivity, neuropsychological functions and their relationship to growth in adolescent attention-deficit/ hyperactivity disorder symptoms. ''Scientific Reports'', ''13''(18108). <nowiki>https://doi.org/10.1038/s41598-023-44105-7</nowiki> }} ==External links== * [https://www.theguardian.com/wellness/2024/mar/21/why-we-do-things-bad-for-us-impulse-habits-akrasia Why do we do things that are bad for us? The ancient philosophers had an answer] (The Guardian) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Self-control]] 8r1c7ak1z6atwi0ohd74ft7kkukmj4r 2814772 2814770 2026-06-09T04:34:25Z Jtneill 10242 {{METE}} 2814772 wikitext text/x-wiki {{METE}} {{title|Akrasia and self-control failure: <br>Why do people act against their better judgment despite knowing better?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File: TikTok app.jpg |200px|thumb|right|alt=Temptation vs Self-Control| '''Figure 1'''. The digital temptation of tiktok]] '''Imagine this ...''' Sophie is a post-graduate student facing a looming thesis deadline. She knows she should do three hours of focused work, but when she sits down, she opens TikTok. 'Just one video' she tells herself, yet hours later, she's still scrolling, feeling guilty but unable to stop. She rationalises her behaviour as a necessary break despite recognising that it is the wrong decision and will set back her progress. This scenario clearly illustrates akrasia: acting against ones better judgement by giving into immediate temptation at the expense of long-term goals and what one knows is best for them. {{RoundBoxBottom}} *The problem with akrasia *The importance of understanding akrasia and its psychological mechanisms *How psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * How have philosophers explained the conflict between reason and desire in human behaviour? * What factors lead people to act against their better judgement? * How does akrasia appear in everyday life today, what are the personal impacts? * What methods or interventions can help individuals resist temptation and improve self-control? * In what ways might reconsidering akrasia change how we approach personal development and behaviour change? {{RoundBoxBottom}} ==Philosophical Foundations of Akrasia== * Origins of the term [[w:Akrasia|akrasia]] in [[w:_Ancient_Greek_Philosophy|ancient greek philosophy]] (Steward, 1998) * Early debates on the origins of wrongdoing * Establishing groundwork for studying motivation in psychology === Socrates denial and Aristotle's Acceptance === *[[w:_Socrates|Socrates]]’ view on akrasia: Humans will always act according to what they truly know to be best; therefore, akrasia is impossible. *[[w:Aristotle|Aristotle]]'s counterargument: akrasia results from weakness of will or lack of self-control. *Legacy of the socrates, aristotle debate === From Moral Philosophy to Cognitive Science === * Changed from an ethical issue to a study of behavioural and cognitive processes (Bella, 2023) <quiz display="simple"> '''Philosophical Foundations of Akrasia Quiz'''<br> Aristotle believed that akrasia occurs when people act against their better judgment due to weakness of will. |type="()"} + True - False </quiz> ==Psychological Mechanisms of Self-Control Failure == Akrasia or the tendency to act against one's better judgement can be explained through understanding psychological mechanisms of self control failure. This self-control failure is driven by cognitive factors, emotional and motivation influences and behavioural patterns that weaken the link between intention and action. These psychological mechanisms seek to explain why people struggle to follow through on rational, intentional actions even though they are motivated to achieve long term goals. === Cognitive Factors === * [[w:_Temporal_Discounting|Temporal discounting]] and [[w:_Present_Bias|present bias]]: immediate reward and comfort are often prioritised over long term goals (Kang & Ikeda, 2016) * Working memory, attention and planning affect self control (Oberauer, 2019) * Cognitive overload and distractions === Emotional and Motivational Influence === * [[w:_Hot-Cold_Empathy_Gap|Hot-Cold empathy gaps]]: people misjudge how future emotional or physical states will influence their behaviour (Loewenstein, 2005) * Strong emotions overpower rational decisions * Motivation fluctuations === Behavioural Patterns === * Intention-Action gap: failing to act on a goal one intends to pursue (Faries, 2016) * Habits can reinforce or undermine self-control (Stojanovic & Wood, 2024) * Environmental cues can trigger impulsive behaviours (Perry et al., 2014) ==Modern Contexts and Consequences== * how akrasia manifests in everyday life today, why it seems more prevalent than ever, and the personal impacts === Digital Temptations === * Social media, streaming services and constant notifications promote instant gratification (Du et al., 2019) * Easy access to online distractions increases procrastination and decreases self-control (Nadarajan et al., 2023) * Digital environments increase impulsive behaviour, decreasing attention to long term goals (Wallace et al., 2023) === Health and Lifestyle Choices === * Short term desires can override long term health and fitness goals (Middleton et al., 2013) * How psychological mechanisms influence lifestyle decision * Chronic health behaviours often reflect repeated self-control failures === Financial and Career Decision === * How akrasia affects finances and career development * Short-term temptations can undermine long-term financial or professional goals * Tangible consequences of self-control failures in everyday life ==Practical Strategies for managing Acrasia== * Evidence based cognitive, behavioural and environmental strategies for managing acrasia === '''Behavioural strategies''' === * Break tasks into smaller, manageable steps to reduce procrastination. * Use cues, reminders, and structured routines to support consistent action * Implement reward systems to reinforce desired behaviours === '''Cognitive strategies''' === * Mental contrasting: anticipate obstacles and plan concrete responses * Reframe goals to enhance motivation and personal relevance. * Visualisation and imagery techniques to strengthen commitment and follow-through. === '''Environmental and social strategies''' === * Minimise exposure to temptations in the physical and digital environment. * Seek social support or accountability partners to maintain focus. * Arrange surroundings and schedules to promote goal-consistent behaviour. {{anchor|Feature box}} ; ==Conclusion== 150 to 330 words *Nature of acrasia *Key insights from philosophy and psychology *Key messages: self control failure and akrasia are predictable and manageable, not moral failure. *Understanding the psychology behind akrasia helps design better personal strategies. ==See also== * [[Motivation and emotion/Book/2013/Self-control in health behaviours|Self-control and health behaviours]] (Book chapter, 2013) == References == {{Hanging indent|1= Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. ''New Ideas in Psychology'', ''70'', 101027. <nowiki>https://doi.org/10.1016/j.newideapsych.2023.101027</nowiki> Du, J., Kerkhof, P., & van Koningsbruggen, G. M. (2019). Predictors of Social Media Self-Control Failure: Immediate Gratifications, Habitual Checking, Ubiquity, and Notifications. ''Cyberpsychology, Behavior, and Social Networking'', ''22''(7), 477–485. <nowiki>https://doi.org/10.1089/cyber.2018.0730</nowiki> Faries, M. D. (2016). Why We Don’t “Just Do It.” ''American Journal of Lifestyle Medicine'', ''10''(5), 322–329. <nowiki>https://doi.org/10.1177/1559827616638017</nowiki> Kang, M.-I., & Ikeda, S. (2016). Time discounting, present biases, and health-related behaviors: Evidence from Japan. ''Economics & Human Biology'', ''21''(6), 122–136. <nowiki>https://doi.org/10.1016/j.ehb.2015.09.005</nowiki> Loewenstein, G. (2005). Hot-cold empathy gaps and medical decision making. ''Health Psychology'', ''24''(4, Suppl), S49–S56. <nowiki>https://doi.org/10.1037/0278-6133.24.4.s49</nowiki> Middleton, K. R., Anton, S. D., & Perri, M. G. (2013). Long-Term Adherence to Health Behavior Change. ''American Journal of Lifestyle Medicine'', ''7''(6), 395–404. <nowiki>https://doi.org/10.1177/1559827613488867</nowiki> Nadarajan, S., Hengudomsub, P., & Wacharasin, C. (2023). The role of academic procrastination on Internet addiction among Thai university students: A cross-sectional study. ''Belitung Nursing Journal'', ''9''(4), 384–390. <nowiki>https://doi.org/10.33546/bnj.2755</nowiki> Oberauer, K. (2019). Working Memory and Attention – A Conceptual Analysis and Review. ''Journal of Cognition'', ''2''(1). <nowiki>https://doi.org/10.5334/joc.58</nowiki> Perry, C. J., Zbukvic, I., Kim, J. H., & Lawrence, A. J. (2014). Role of cues and contexts on drug-seeking behaviour. ''British Journal of Pharmacology'', ''171''(20), 4636–4672. <nowiki>https://doi.org/10.1111/bph.12735</nowiki> Steward, H. (1998). Akrasia. ''Routledge Encyclopedia of Philosophy'', ''3''(1). <nowiki>https://doi.org/10.4324/9780415249126-v003-1</nowiki> Stojanovic, M., & Wood, W. (2024). Beyond Deliberate Self-Control: Habits Automatically Achieve Long-Term Goals. ''Current Opinion in Psychology'', ''42'', 101880–101880. <nowiki>https://doi.org/10.1016/j.copsyc.2024.101880</nowiki> Wallace, J., Boers, E., Ouellet, J., Afzali, M., & Conrod, P. (2023). Screen time, impulsivity, neuropsychological functions and their relationship to growth in adolescent attention-deficit/ hyperactivity disorder symptoms. ''Scientific Reports'', ''13''(18108). <nowiki>https://doi.org/10.1038/s41598-023-44105-7</nowiki> }} ==External links== * [https://www.theguardian.com/wellness/2024/mar/21/why-we-do-things-bad-for-us-impulse-habits-akrasia Why do we do things that are bad for us? The ancient philosophers had an answer] (The Guardian) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Self-control]] efnj4vvkaj0wabya9vdmtgs8f3p1fkk 2814784 2814772 2026-06-09T04:52:32Z Jtneill 10242 Abbreviate sub-title 2814784 wikitext text/x-wiki {{METE}} {{title|Akrasia and self-control failure: <br>Why do people act against their better judgement?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File: TikTok app.jpg |200px|thumb|right|alt=Temptation vs Self-Control| '''Figure 1'''. The digital temptation of tiktok]] '''Imagine this ...''' Sophie is a post-graduate student facing a looming thesis deadline. She knows she should do three hours of focused work, but when she sits down, she opens TikTok. 'Just one video' she tells herself, yet hours later, she's still scrolling, feeling guilty but unable to stop. She rationalises her behaviour as a necessary break despite recognising that it is the wrong decision and will set back her progress. This scenario clearly illustrates akrasia: acting against ones better judgement by giving into immediate temptation at the expense of long-term goals and what one knows is best for them. {{RoundBoxBottom}} *The problem with akrasia *The importance of understanding akrasia and its psychological mechanisms *How psychological science can help {{RoundBoxTop|theme=3}} '''Focus questions''' * How have philosophers explained the conflict between reason and desire in human behaviour? * What factors lead people to act against their better judgement? * How does akrasia appear in everyday life today, what are the personal impacts? * What methods or interventions can help individuals resist temptation and improve self-control? * In what ways might reconsidering akrasia change how we approach personal development and behaviour change? {{RoundBoxBottom}} ==Philosophical Foundations of Akrasia== * Origins of the term [[w:Akrasia|akrasia]] in [[w:_Ancient_Greek_Philosophy|ancient greek philosophy]] (Steward, 1998) * Early debates on the origins of wrongdoing * Establishing groundwork for studying motivation in psychology === Socrates denial and Aristotle's Acceptance === *[[w:_Socrates|Socrates]]’ view on akrasia: Humans will always act according to what they truly know to be best; therefore, akrasia is impossible. *[[w:Aristotle|Aristotle]]'s counterargument: akrasia results from weakness of will or lack of self-control. *Legacy of the socrates, aristotle debate === From Moral Philosophy to Cognitive Science === * Changed from an ethical issue to a study of behavioural and cognitive processes (Bella, 2023) <quiz display="simple"> '''Philosophical Foundations of Akrasia Quiz'''<br> Aristotle believed that akrasia occurs when people act against their better judgment due to weakness of will. |type="()"} + True - False </quiz> ==Psychological Mechanisms of Self-Control Failure == Akrasia or the tendency to act against one's better judgement can be explained through understanding psychological mechanisms of self control failure. This self-control failure is driven by cognitive factors, emotional and motivation influences and behavioural patterns that weaken the link between intention and action. These psychological mechanisms seek to explain why people struggle to follow through on rational, intentional actions even though they are motivated to achieve long term goals. === Cognitive Factors === * [[w:_Temporal_Discounting|Temporal discounting]] and [[w:_Present_Bias|present bias]]: immediate reward and comfort are often prioritised over long term goals (Kang & Ikeda, 2016) * Working memory, attention and planning affect self control (Oberauer, 2019) * Cognitive overload and distractions === Emotional and Motivational Influence === * [[w:_Hot-Cold_Empathy_Gap|Hot-Cold empathy gaps]]: people misjudge how future emotional or physical states will influence their behaviour (Loewenstein, 2005) * Strong emotions overpower rational decisions * Motivation fluctuations === Behavioural Patterns === * Intention-Action gap: failing to act on a goal one intends to pursue (Faries, 2016) * Habits can reinforce or undermine self-control (Stojanovic & Wood, 2024) * Environmental cues can trigger impulsive behaviours (Perry et al., 2014) ==Modern Contexts and Consequences== * how akrasia manifests in everyday life today, why it seems more prevalent than ever, and the personal impacts === Digital Temptations === * Social media, streaming services and constant notifications promote instant gratification (Du et al., 2019) * Easy access to online distractions increases procrastination and decreases self-control (Nadarajan et al., 2023) * Digital environments increase impulsive behaviour, decreasing attention to long term goals (Wallace et al., 2023) === Health and Lifestyle Choices === * Short term desires can override long term health and fitness goals (Middleton et al., 2013) * How psychological mechanisms influence lifestyle decision * Chronic health behaviours often reflect repeated self-control failures === Financial and Career Decision === * How akrasia affects finances and career development * Short-term temptations can undermine long-term financial or professional goals * Tangible consequences of self-control failures in everyday life ==Practical Strategies for managing Acrasia== * Evidence based cognitive, behavioural and environmental strategies for managing acrasia === '''Behavioural strategies''' === * Break tasks into smaller, manageable steps to reduce procrastination. * Use cues, reminders, and structured routines to support consistent action * Implement reward systems to reinforce desired behaviours === '''Cognitive strategies''' === * Mental contrasting: anticipate obstacles and plan concrete responses * Reframe goals to enhance motivation and personal relevance. * Visualisation and imagery techniques to strengthen commitment and follow-through. === '''Environmental and social strategies''' === * Minimise exposure to temptations in the physical and digital environment. * Seek social support or accountability partners to maintain focus. * Arrange surroundings and schedules to promote goal-consistent behaviour. {{anchor|Feature box}} ; ==Conclusion== 150 to 330 words *Nature of acrasia *Key insights from philosophy and psychology *Key messages: self control failure and akrasia are predictable and manageable, not moral failure. *Understanding the psychology behind akrasia helps design better personal strategies. ==See also== * [[Motivation and emotion/Book/2013/Self-control in health behaviours|Self-control and health behaviours]] (Book chapter, 2013) == References == {{Hanging indent|1= Bella, A. F. (2023). Psychological underpinnings of akrasia: A new integrative framework based on self-regulation vulnerabilities and failures. ''New Ideas in Psychology'', ''70'', 101027. <nowiki>https://doi.org/10.1016/j.newideapsych.2023.101027</nowiki> Du, J., Kerkhof, P., & van Koningsbruggen, G. M. (2019). Predictors of Social Media Self-Control Failure: Immediate Gratifications, Habitual Checking, Ubiquity, and Notifications. ''Cyberpsychology, Behavior, and Social Networking'', ''22''(7), 477–485. <nowiki>https://doi.org/10.1089/cyber.2018.0730</nowiki> Faries, M. D. (2016). Why We Don’t “Just Do It.” ''American Journal of Lifestyle Medicine'', ''10''(5), 322–329. <nowiki>https://doi.org/10.1177/1559827616638017</nowiki> Kang, M.-I., & Ikeda, S. (2016). Time discounting, present biases, and health-related behaviors: Evidence from Japan. ''Economics & Human Biology'', ''21''(6), 122–136. <nowiki>https://doi.org/10.1016/j.ehb.2015.09.005</nowiki> Loewenstein, G. (2005). Hot-cold empathy gaps and medical decision making. ''Health Psychology'', ''24''(4, Suppl), S49–S56. <nowiki>https://doi.org/10.1037/0278-6133.24.4.s49</nowiki> Middleton, K. R., Anton, S. D., & Perri, M. G. (2013). Long-Term Adherence to Health Behavior Change. ''American Journal of Lifestyle Medicine'', ''7''(6), 395–404. <nowiki>https://doi.org/10.1177/1559827613488867</nowiki> Nadarajan, S., Hengudomsub, P., & Wacharasin, C. (2023). The role of academic procrastination on Internet addiction among Thai university students: A cross-sectional study. ''Belitung Nursing Journal'', ''9''(4), 384–390. <nowiki>https://doi.org/10.33546/bnj.2755</nowiki> Oberauer, K. (2019). Working Memory and Attention – A Conceptual Analysis and Review. ''Journal of Cognition'', ''2''(1). <nowiki>https://doi.org/10.5334/joc.58</nowiki> Perry, C. J., Zbukvic, I., Kim, J. H., & Lawrence, A. J. (2014). Role of cues and contexts on drug-seeking behaviour. ''British Journal of Pharmacology'', ''171''(20), 4636–4672. <nowiki>https://doi.org/10.1111/bph.12735</nowiki> Steward, H. (1998). Akrasia. ''Routledge Encyclopedia of Philosophy'', ''3''(1). <nowiki>https://doi.org/10.4324/9780415249126-v003-1</nowiki> Stojanovic, M., & Wood, W. (2024). Beyond Deliberate Self-Control: Habits Automatically Achieve Long-Term Goals. ''Current Opinion in Psychology'', ''42'', 101880–101880. <nowiki>https://doi.org/10.1016/j.copsyc.2024.101880</nowiki> Wallace, J., Boers, E., Ouellet, J., Afzali, M., & Conrod, P. (2023). Screen time, impulsivity, neuropsychological functions and their relationship to growth in adolescent attention-deficit/ hyperactivity disorder symptoms. ''Scientific Reports'', ''13''(18108). <nowiki>https://doi.org/10.1038/s41598-023-44105-7</nowiki> }} ==External links== * [https://www.theguardian.com/wellness/2024/mar/21/why-we-do-things-bad-for-us-impulse-habits-akrasia Why do we do things that are bad for us? The ancient philosophers had an answer] (The Guardian) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Self-control]] k5spdsjkwmzlbbdotclec49ck37ya80 0 323051 2814758 2756240 2026-06-09T04:26:04Z Jtneill 10242 Jtneill moved page [[Motivation and emotion/Book/2025/Investment model of commitment and social motivation]] to [[Motivation and emotion/Book/2026/Investment model of commitment and social motivation]] 2756240 wikitext text/x-wiki {{title|Investment model of commitment and social motivation:<br>How does the investment model of commitment relate to social motivation?}} [[File:Francis Opancia Cannon.jpg|center|thumb|265x265px|Image of children coming together playing with firecrackers.]] == Overview == ;Scenario Maya is in a relationship with Daniel. They rarely fight and generally enjoy each other’s company, over the years, she and Daniel have built a life together—they’ve adopted a dog, share an apartment, and have mutual friends. She recently got a job offer in another city and met new, interesting people. How would you feel about approaching the job offer? Would you leave what you have with your partner? Why? ;Focus question *Is the level of commitment to a relationship really dependent on how satisfied people are with the outcomes? == What is Social Motivation == *Refers to the exploration of what factors encourage people to engage in social interactions. - [https://serious-science.org/social-motivation-8756 reference] *The observable effort exerted to form and maintain social bonds. - [https://www.sciencedirect.com/topics/psychology/social-motivation reference] *How social interactions affect a person's motivation and behaviours - [https://osf.io/e8w73/ reference] == Whats{{gr}} is the Investment Model of Commitment == *Explains why people remain in relationships: determined by the outcomes one sees in relationship and what one expects out of the relationship. - [https://psycnet.apa.org/record/2010-17989-010 reference] *Three major factors believed that maintain commitment in relationships: Satisfaction level, comparison with alternatives, and investment size. - [https://docs.lib.purdue.edu/cgi/viewcontent.cgi?params=/context/psychpubs/article/1025/&path_info=Investment_Model_of_Commitment_Processes_Author_Accepted_Manuscript_Agnew.pdf reference] *Origin of Investment Model of Commitment - briefly discuss how Caryl Rusbult came to develop this - [[wikipedia:Caryl_Rusbult|reference]] == Application of the Theory in the Real World == * [[Motivation and emotion/Book/2011/Relationships and happiness|Romantic Relationships]] * Friends and Family * Workplace and organisational commitment == Case Study == *Rusbult conducted longitudinal studies with dating couples and found that: ** Those with higher satisfaction, more investments, and fewer quality alternatives were '''more likely to stay together''' over time. ** Commitment was the strongest predictor of whether relationships endured. - [https://www.researchgate.net/publication/267223643_Predicting_Satisfaction_and_Commitment_in_Adult_Romantic_Involvements_An_Assessment_of_the_Generalizability_of_the_Investment_Model_Authors reference] == Research == * Study aimed to replicate and broaden the application of the Investment Model by testing it on a large sample of married couples over 18 months. The model’s core variables—satisfaction, quality of alternatives, and investments—explained only a modest portion of commitment (16% for husbands, 22% for wives), possibly due to limited variability in responses (e.g., ceiling effects). The study suggests that '''moral obligation''' may play a more significant role in married couples' commitment compared to those who are dating or cohabiting. - [https://www.taylorfrancis.com/chapters/edit/10.4324/9781351309561-8/testing-investment-model-relationship-commitment-stability-longitudinal-study-married-couples-emily-impett-kristin-beals-letitia-peplau reference] * A cohort study of young adults in Los Angeles found that the Investment Model effectively predicts how individuals categorize their nonmarital sexual relationships. Changes in satisfaction, investment, and alternatives were linked to shifts in relationship labels. - [https://journals.sagepub.com/doi/abs/10.1177/1948550617745115 reference] * Pets and Owners - [[doi:10.1080/08927936.2015.1092732|reference]] == Criticisms and Limitations of the Theory == * Over emphasis of rational decision making == Conclusion == * * == See also == == References == {{Hanging indent|1= Baker, Z. G., Petit, W. E., & Brown, C. M. (2016). An Investigation of the Rusbult Investment Model of Commitment in Relationships with Pets. ''Anthrozoös'', ''29''(2), 193–204. <nowiki>https://doi.org/10.1080/08927936.2015.1092732</nowiki> Geen, R. G. (1991). Social Motivation. ''Annual Review of Psychology'', ''42''(1), 377–399. <nowiki>https://doi.org/10.1146/annurev.ps.42.020191.002113</nowiki> Hadden, B. W., Harvey, S. M., Settersten, R. A., & Agnew, C. R. (2018). What Do I Call Us? The Investment Model of Commitment Processes and Changes in Relationship Categorization. ''Social Psychological and Personality Science'', ''10''(2), 235–243. <nowiki>https://doi.org/10.1177/1948550617745115</nowiki> Hamilton, A. (2017, September 15). ''Social Motivation''. Serious Science. <nowiki>https://serious-science.org/social-motivation-8756</nowiki> PALLONE, N. (2017). ''Love, Romance, Sexual Interaction''. Pittman, T. S., & Heller, J. F. (1987). Social Motivation. ''Annual Review of Psychology'', ''38''(1), 461–490. <nowiki>https://doi.org/10.1146/annurev.ps.38.020187.002333</nowiki> Reis, H., Aron, A., Clark, M., Holmes, J., & Van Lange, P. (2010). Caryl E. Rusbult (1952–2010). ''American Psychologist'', ''65''(6), 615–615. <nowiki>https://doi.org/10.1037/a0019563</nowiki> Rusbult, C., Agnew, C., & Arriaga, X. (2011). ''Purdue e-Pubs The Investment Model of Commitment Processes''. <nowiki>https://docs.lib.purdue.edu/cgi/viewcontent.cgi?params=/context/psychpubs/article/1025/&path_info=Investment_Model_of_Commitment_Processes_Author_Accepted_Manuscript_Agnew.pdf</nowiki> ''Social Motivation - an overview {{!}} ScienceDirect Topics''. (n.d.). Www.sciencedirect.com. <nowiki>https://www.sciencedirect.com/topics/psychology/social-motivation</nowiki> Wikipedia Contributors. (2023, April 17). ''Caryl Rusbult''. Wikipedia; Wikimedia Foundation. <nowiki>https://en.wikipedia.org/wiki/Caryl_Rusbult</nowiki> Yoesoep Edhie Rachmad. (2024). Social Motivation Theory. ''OSF''. <nowiki>https://doi.org/10.17605/OSF.IO/E8W73</nowiki> }} == External links == [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] [[Category:Motivation and emotion/Book/Social]] 6cad68ruqrfi9q7dp8ue0702m9z56ck 2814762 2814758 2026-06-09T04:26:28Z Jtneill 10242 + {{METE}} 2814762 wikitext text/x-wiki {{METE}} {{title|Investment model of commitment and social motivation:<br>How does the investment model of commitment relate to social motivation?}} [[File:Francis Opancia Cannon.jpg|center|thumb|265x265px|Image of children coming together playing with firecrackers.]] == Overview == ;Scenario Maya is in a relationship with Daniel. They rarely fight and generally enjoy each other’s company, over the years, she and Daniel have built a life together—they’ve adopted a dog, share an apartment, and have mutual friends. She recently got a job offer in another city and met new, interesting people. How would you feel about approaching the job offer? Would you leave what you have with your partner? Why? ;Focus question *Is the level of commitment to a relationship really dependent on how satisfied people are with the outcomes? == What is Social Motivation == *Refers to the exploration of what factors encourage people to engage in social interactions. - [https://serious-science.org/social-motivation-8756 reference] *The observable effort exerted to form and maintain social bonds. - [https://www.sciencedirect.com/topics/psychology/social-motivation reference] *How social interactions affect a person's motivation and behaviours - [https://osf.io/e8w73/ reference] == Whats{{gr}} is the Investment Model of Commitment == *Explains why people remain in relationships: determined by the outcomes one sees in relationship and what one expects out of the relationship. - [https://psycnet.apa.org/record/2010-17989-010 reference] *Three major factors believed that maintain commitment in relationships: Satisfaction level, comparison with alternatives, and investment size. - [https://docs.lib.purdue.edu/cgi/viewcontent.cgi?params=/context/psychpubs/article/1025/&path_info=Investment_Model_of_Commitment_Processes_Author_Accepted_Manuscript_Agnew.pdf reference] *Origin of Investment Model of Commitment - briefly discuss how Caryl Rusbult came to develop this - [[wikipedia:Caryl_Rusbult|reference]] == Application of the Theory in the Real World == * [[Motivation and emotion/Book/2011/Relationships and happiness|Romantic Relationships]] * Friends and Family * Workplace and organisational commitment == Case Study == *Rusbult conducted longitudinal studies with dating couples and found that: ** Those with higher satisfaction, more investments, and fewer quality alternatives were '''more likely to stay together''' over time. ** Commitment was the strongest predictor of whether relationships endured. - [https://www.researchgate.net/publication/267223643_Predicting_Satisfaction_and_Commitment_in_Adult_Romantic_Involvements_An_Assessment_of_the_Generalizability_of_the_Investment_Model_Authors reference] == Research == * Study aimed to replicate and broaden the application of the Investment Model by testing it on a large sample of married couples over 18 months. The model’s core variables—satisfaction, quality of alternatives, and investments—explained only a modest portion of commitment (16% for husbands, 22% for wives), possibly due to limited variability in responses (e.g., ceiling effects). The study suggests that '''moral obligation''' may play a more significant role in married couples' commitment compared to those who are dating or cohabiting. - [https://www.taylorfrancis.com/chapters/edit/10.4324/9781351309561-8/testing-investment-model-relationship-commitment-stability-longitudinal-study-married-couples-emily-impett-kristin-beals-letitia-peplau reference] * A cohort study of young adults in Los Angeles found that the Investment Model effectively predicts how individuals categorize their nonmarital sexual relationships. Changes in satisfaction, investment, and alternatives were linked to shifts in relationship labels. - [https://journals.sagepub.com/doi/abs/10.1177/1948550617745115 reference] * Pets and Owners - [[doi:10.1080/08927936.2015.1092732|reference]] == Criticisms and Limitations of the Theory == * Over emphasis of rational decision making == Conclusion == * * == See also == == References == {{Hanging indent|1= Baker, Z. G., Petit, W. E., & Brown, C. M. (2016). An Investigation of the Rusbult Investment Model of Commitment in Relationships with Pets. ''Anthrozoös'', ''29''(2), 193–204. <nowiki>https://doi.org/10.1080/08927936.2015.1092732</nowiki> Geen, R. G. (1991). Social Motivation. ''Annual Review of Psychology'', ''42''(1), 377–399. <nowiki>https://doi.org/10.1146/annurev.ps.42.020191.002113</nowiki> Hadden, B. W., Harvey, S. M., Settersten, R. A., & Agnew, C. R. (2018). What Do I Call Us? The Investment Model of Commitment Processes and Changes in Relationship Categorization. ''Social Psychological and Personality Science'', ''10''(2), 235–243. <nowiki>https://doi.org/10.1177/1948550617745115</nowiki> Hamilton, A. (2017, September 15). ''Social Motivation''. Serious Science. <nowiki>https://serious-science.org/social-motivation-8756</nowiki> PALLONE, N. (2017). ''Love, Romance, Sexual Interaction''. Pittman, T. S., & Heller, J. F. (1987). Social Motivation. ''Annual Review of Psychology'', ''38''(1), 461–490. <nowiki>https://doi.org/10.1146/annurev.ps.38.020187.002333</nowiki> Reis, H., Aron, A., Clark, M., Holmes, J., & Van Lange, P. (2010). Caryl E. Rusbult (1952–2010). ''American Psychologist'', ''65''(6), 615–615. <nowiki>https://doi.org/10.1037/a0019563</nowiki> Rusbult, C., Agnew, C., & Arriaga, X. (2011). ''Purdue e-Pubs The Investment Model of Commitment Processes''. <nowiki>https://docs.lib.purdue.edu/cgi/viewcontent.cgi?params=/context/psychpubs/article/1025/&path_info=Investment_Model_of_Commitment_Processes_Author_Accepted_Manuscript_Agnew.pdf</nowiki> ''Social Motivation - an overview {{!}} ScienceDirect Topics''. (n.d.). Www.sciencedirect.com. <nowiki>https://www.sciencedirect.com/topics/psychology/social-motivation</nowiki> Wikipedia Contributors. (2023, April 17). ''Caryl Rusbult''. Wikipedia; Wikimedia Foundation. <nowiki>https://en.wikipedia.org/wiki/Caryl_Rusbult</nowiki> Yoesoep Edhie Rachmad. (2024). Social Motivation Theory. ''OSF''. <nowiki>https://doi.org/10.17605/OSF.IO/E8W73</nowiki> }} == External links == [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships]] [[Category:Motivation and emotion/Book/Social]] 1bsfdjo747jsoegvzr1rll01hg9ky4j 1 323090 2814782 2762568 2026-06-09T04:47:10Z Jtneill 10242 Reverted edit by [[Special:Contributions/~2025-29630-24|~2025-29630-24]] ([[User_talk:~2025-29630-24|talk]]) to last version by [[User:Jtneill|Jtneill]] using [[Wikiversity:Rollback|rollback]] 2758612 wikitext text/x-wiki == Academic Encouragement Scale for Adolescents == This could be an interesting article for your page: https://doi.org/10.1177/0734282920977723 An Extended Evaluation of Academic Encouragement Scale for Adolescents Kind regards: [[User:U3141523|u3141523]] [[User:U3141523|U3141523]] ([[User talk:U3141523|discuss]] • [[Special:Contributions/U3141523|contribs]]) 10:43, 14 August 2025 (UTC)--[[User:U3141523|U3141523]] ([[User talk:U3141523|discuss]] • [[Special:Contributions/U3141523|contribs]]) 10:50, 14 August 2025 (UTC) == Another useful resource to look through! == Hi! I really like the input you've added to your chapter topic, especially the multiple references to empirical data, and tying that into real world examples and scenarios, they make the concepts much easier to understand. I've also linked a book below that I feel would be a good resource for this article. [https://psycnet.apa.org/record/2006-08575-000 Mindset: The new psychology of success.] by Dweck, C. S. (2006) Good job so far! [[User:U3265189|U3265189]] ([[User talk:U3265189|discuss]] • [[Special:Contributions/U3265189|contribs]]) 17:58, 14 August 2025 (UTC) == Heading casing == {| style="float: center; background:transparent;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:|Hi [[User:{{{1}}}|{{{1}}}]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:52, 19 August 2025 (UTC) |} <!-- Official topic development feedback --> {{METF/2025 |1= <!-- Title --> # Title and/or sub-title not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> # Clear, 1-level heading structure – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) <!-- Alignment with focus questions --> # Excellent alignment between sub-title, focus questions, and heading structure <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A basic description of the problem/topic is planned or presented # Remove/move/integrate problem outline <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Focus questions --> # Focus questions are aligned with sub-title and top-level headings |4= <!-- Key points--> <!-- Overall --> # Partial development of key points <!-- Writing style --> # The writing style is clear and easy to follow <!-- Theory and research --> # Good balance of theory and research <!-- Citations --> # Basic use of citations # Citations should be to peer-reviewed sources, not textbooks <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion (the most important section) hasn't been developed # What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) |5= <!-- Figure --> # Relevant figure(s) presented, captioned, and cited <!-- Caption --> # Figure caption(s) could better explain how the image connects to key points being made in the main text <!-- Cite --> # Figure(s) are cited at least once in the main text |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Very good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## [[Help:Wikitext quick reference|italicisation]]) ## [https://apastyle.apa.org/instructional-aids/reference-guide.pdf doi formatting] |8= <!-- Resources --> <!-- See also --> # See also ## Basic ## Use internal link style (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## Basic ## Move academic sources into the "References" sections and provide in-text citation ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Include source in brackets after link ## Link to the most relevant external resources about this topic |9= <!-- User page --> # Used effectively <!-- Description about self --> # Description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] #* posts about the unit or project on the {{Motivation and emotion/Canvas}} discussion forum # One link is broken }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:52, 19 August 2025 (UTC) == Integration of goal-setting and feedback == This is a super interesting chapter! One possible addition could be to consider how Goal-Setting Theory (Locke & Latham, 2002) and the use of feedback mechanisms might complement encouragement. Research in motivational psychology suggests that encouragement can be more effective when paired with specific, measurable goals and timely feedback, because this strengthens both commitment and perceived progress. Linking encouragement to these strategies might also make the chapter more practical by showing how encouragement can be operationalised in everyday contexts (e.g., education, workplaces). <code><nowiki>~~~~</nowiki></code> [[User:Sonja Mil|Sonja Mil]] ([[User talk:Sonja Mil|discuss]] • [[Special:Contributions/Sonja Mil|contribs]]) 09:12, 28 September 2025 (UTC) == Suggestions == Hi there, I have left some comments on your page, but I wanted to add some more detailed notes here. I will try add some more feedback on the rest of your chapter in the morning. '''<u>Case study</u>''' I have bolded here some incorrect grammar, and places where you could add commas. ''You've been training for a half-marathon for months and after much hard work you think you're ready. When race day comes, however'''[,]''' half way through you start to think you're not going to be able to complete it. Your legs, feet and body '''[are]''' so fatigued <s>and sore</s> that you're genuinely losing the will to keep going. Your motivation drops astronomically and at this rate all that hard work is about to go out of the window. Then'''[,]''' one of the event's volunteers starts to cheer for you as you get closer, '''[saying]''' ”You've got this—keep pushing, you're doing amazing, don't give up."'' '''<u>Overview</u>''' I believe you could also reword your overview to be a bit more clear. I would use short, simple sentences, rather than trying to fit everything in one sentence. Maybe writing something like “Figure 1 offers a visual example of what encourgement can look like” or “Figure 1 offers a visual example” might be a bit better than starting the sentence with “With”. I like your problem outline textbox. I wonder if you should put the focus questions after the problem outline. You could also make the text box for the focus questions a different colour so it stands out more from the case study and problem outline. I can see that your focus questions directly link to the headings and content which is great. [[User:U3239124|U3239124]] ([[User talk:U3239124|discuss]] • [[Special:Contributions/U3239124|contribs]]) 12:44, 28 September 2025 (UTC) :<big>'''<u>Cutting out unnecessary words</u>'''</big> :I have noticed that you are over the word count, so I have included some suggestions below (see bold sections) on where you could cut out some unnecessary words in your mechanisms section: :'''<u>Self-efficacy theory</u>''' :Self-efficacy theory '''posits''' that individuals tend to persist and exert effort when they believe that they can '''succeed'''. Encouragement <s>for this reason</s> can <s>help to sway this belief in a positive manner by</s> '''reinforce''' someone's confidence in their capacity '''to succeed''' in a way which helps them <s>to</s> believe they '''can''' obtain success even in the face of difficulty (Bandura & Adams, 1977). :'''Goal-setting theory''' :Goal-setting theory '''emphasises''' the importance of clear and challenging goals, which <s>in turn</s> help to enhance effort and persistence. <s>Whilst</s> '''C'''ommitment to such goals can falter <s>and wither</s> when faced with difficulty or fatigue. '''E'''ncouragement helps to overcome this by reminding individuals of their capacity to obtain the goal by reframing setbacks as temporary and as a part of the process. This helps to maintain persistence and renew effort when such difficulties or challenges arise (Luneburg, 2011). :'''Expectancy-value theory''' :Expectancy-value theory helps to explain persistence as an indicator of whether individuals expect to succeed and '''value''' the outcome. Using this understanding, encouragement can be viewed to strengthen persistence, <s>working to bolster expectancy and value by</s> reaffirming an individual's capacity and value behind obtaining the goal (Wigfield & Eccles, 2000). :'''Social cognitive theory''' :Social cognitive theory <s>helps to place</s> '''places''' emphasis on learning through social influence and modelling. Whilst encouragement is often delivered from one person to another, it can also be used in self-talk or self-evaluation'''.''' '''I'''n this instance''',''' observed encouragement can act as social cues that can be used to shape self-talk, expectations''',''' and <s>for</s> behaviours involving persistence (Van et al., 2011). :'''Self-determination theory''' :Self-determination theory identifies competence, autonomy and relatedness as basic psychosocial needs. Encouragement can be used to support and meet these needs by affirming competence '''and''' autonomy''','''<s>-supportive affirmation</s> and strengthening relatedness though social connection. In satisfying these needs''',''' encouragement <s>can be regarded to</s> may foster self-determination and as an extension sustain persistence (Cervone & Shoda, 1999) [[User:U3239124|U3239124]] ([[User talk:U3239124|discuss]] • [[Special:Contributions/U3239124|contribs]]) 22:55, 28 September 2025 (UTC) ::I also wanted to note that you currently have the subheading "Limitations and future directors", and then "Future directions". I would either remove the "future directions" section and put everything under "Limitations and future directors", or make it "Limitations" and the "Future directions" [[User:U3239124|U3239124]] ([[User talk:U3239124|discuss]] • [[Special:Contributions/U3239124|contribs]]) 22:58, 28 September 2025 (UTC) <!-- Official book chapter feedback --> {{MEBF/2025 |1= <!-- Overall comments... --> # This is a basic, but sufficient chapter # The main area(s) for potential improvement: #* overuse of genAI—express more in your own words. There is repetitive material—watch out for [[w:AI slop|AI slop]]. <!-- Overall - GenAI --> #* [[Motivation and emotion/Assessment/Using generative AI|GenAI use]] has not been appropriately acknowledged in edit summaries with links to the conversation sources; it appears that the feedback about the topic development in this respect has gone unheeded. <!-- Overall – Citations --> # Basic use of academic, peer-reviewed citations to support claims <!-- Overall – Word count --> # Over the [[Motivation and emotion/Assessment/Chapter#Wordcount|maximum word count]]. Content beyond 4,000 words has been ignored for marking purposes. <!-- Overall – Copyedits --> # For additional feedback, see the following comments and [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FEncouragement_and_motivation&diff=2758611&oldid=2754139 these copyedits] |2= <!-- Overview – Comments... --> # Basic <!-- Overview – Scenario --> # Promising scenario # Improve quality of written expression # Figure somewhat matches the scenario <!-- Overview – Explains problem --> # Awkward explanation of problem/topic # Clarity of written expression can be improved <!-- Overview – Focus questions --> # The focus questions are reasonably good # The focus questions could be improved by: ## being more clear and specific |3= <!-- Theory comments... --> <!-- Theory – Breadth --> # Basic—a basic range of relevant theories are selected, described, and explained; there is considerable room for improvement <!-- Theory – Builds on --> # Doesn't build on related [[Motivation and emotion/Book|chapters]] and/or [[w:|Wikipedia]] articles (by embedding interwiki links for key terms) <!-- Theory – Depth --> # Basic depth is provided about key theory(ies) <!-- Theory – Tables/Figures/Lists --> # Basic use of tables, figures, and/or lists to clearly convey key theoretical information <!-- Theory – Citations --> # In many places, there is insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Theory – Examples --> # Insufficient use of examples to illustrate theoretical concepts |4= <!-- Research comments... --> <!-- Research – Key findings --> # Basic review of relevant research # Greater emphasis on systematic reviews and/or meta-analyses would be ideal # More detail about key studies would be ideal # In many places, there is insufficient use of academic, peer-reviewed citations (e.g., see the {{f}} tags) <!-- Research – Critical thinking --> # Basic [[w:Critical thinking|critical thinking]] about relevant research is evident # [[w:Critical thinking|Critical thinking]] about research could be further evidenced by: ## describing the methodology (e.g., sample, measures) in important studies ## considering the strength of relationships |5= <!-- Integration comments... --> # Basic integration between theory and research # Insufficient integration with related [[Motivation and emotion/Book|chapters]] |6= <!-- Conclusion comments... --> # Basic summary and conclusion # Remind the reader about the importance of the problem or phenomenon of interest <!-- Conclusion – Key points --> # Key points are reasonably well summarised <!-- Conclusion – Focus questions --> # Address the focus questions <!-- Conclusion – Take-home messages --> # Add practical, take-home message(s) |7= <!-- Written expression – Style comments... --> <!-- Written expression – Written expression --> # Written expression ## The quality of written expression is basic <!-- Written expression – Paragraphs --> ## Bullet points are overused. Develop more of the bullet point statements into full sentences and paragraphs. <!-- Written expression – Layout --> # Layout ## The chapter uses an underdeveloped, 1-level structure; consider using subheadings ## Remove "Introduction"; merge content into other sections ## Future directions is used twice <!-- Written expression – Grammar --> # Grammar ## The grammar for many sentences could be improved (e.g., see {{g}} tags); consider using a grammar checking tool, Studiosity, and/or peer feedback ## Check and make [https://www.grammarly.com/blog/comma/ correct use of commas] ## [https://www.grammarly.com/blog/punctuation-capitalization/possessive-apostrophe/ Possessive apostrophes] are not used correctly (e.g., cats vs cat's vs cats') <!-- Written expression – APA style --> # APA style ## Use [[w:Serial comma|serial comma]]s[https://www.buzzfeed.com/adamdavis/the-oxford-comma-is-extremely-important-and-everyone-should][https://www.youtube.com/watch?v=gBx8ooDupXY] <!-- Written expression – Figures --> ## Figures ### Basic captions <!-- Written expression – Figures - Citations --> ### Each Figure is referred to at least once within the main text using APA style <!-- Written expression – Citations --> ## Citations use basic [https://apastyle.apa.org/products/publication-manual-7th-edition APA Style (7th ed.)]: ### If there are three or more authors, cite the first author followed by et al., then year. For example, either: #### in-text, Smith et al. (2020), or #### in [[w:Bracket#Parentheses|parentheses]] (Smith et al., 2020) ### List multiple citations in alphabetical order by first author surname <!-- Written expression – References --> ## References use basic APA style: ### Check and correct use of capitalisation[https://apastyle.apa.org/style-grammar-guidelines/capitalization] ### Check and correct use of italicisation ### Some references may be fabricated (doi links are broken) |8= <!-- Learning features comments... --> # Overall, the learning features are excellent/very good/good/reasonably good/basic/insufficient <!-- Learning features – Wikipedia embedded links --> # Add embedded in-text [[m:Help:Interwiki linking|interwiki links]] to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See [[Motivation and emotion/Book/2020/Nutrition and anxiety|example]]. <!-- Learning features – Wikiversity embedded links --> # Add embedded in-text links to related [[Motivation and emotion/Book|book chapters]]. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project. <!-- Learning features – Figures, tables, feature boxes, scenarios --> # Basic use of figure(s) # No use of table(s) # Very good use of feature box(es) # Basic use of scenarios, case studies, or examples <!-- Learning features – Quizzes --> # Good/ use of quiz(zes) and/or reflection question(s) <!-- Learning features – See also --> # Insufficient use of the "See also" section ## Use bullet points per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ## Use internal linking style per [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Add more relevant links <!-- Learning features – External links --> # Insufficient use of the "External links" section ## Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] ## Use alphabetical order ## Include sources in [[w:Bracket#Parentheses|parentheses]] after the link ## Move peer-reviewed articles to the [[{{PAGENAME}}#References|References]] section and cite ## Add more links ## Link to the top 3-6 external resources about this topic |9= <!-- Social contribution comments... --> # ~3 logged, useful, mostly minor/moderate/major contributions with direct links to evidence # ~17 logged contributions without [[Motivation and emotion/Assessment/Chapter#Making and summarising contributions|direct links to evidence]], so unable to easily verify and assess. See [[Motivation and emotion/Tutorials|tutorials]] for guidance about how to get direct links to evidence. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:54, 6 October 2025 (UTC) 7htufi19mhba6rajpn2snfdmpbihj7s 0 323109 2814750 2807890 2026-06-09T03:47:52Z Jtneill 10242 + more specific category 2814750 wikitext text/x-wiki {{title|Trauma and attachment development:<br>How does early trauma shape the formation of attachment styles?}} __TOC__ ==Overview== {{RoundBoxTop|theme=4}} [[File:Couple arguing.png|thumb|160x160px|'''Figure 1.''' Insecure attachment causes friction in a relationship]] ; They love me, they love me not? Shay and Oliver have been seeing each other for two months. So far, everything has been going smoothly. Until one day{{g}}, Oliver tells Shay he loves her and wants to make it official. Shay says yes but Oliver notices she has become distant. It seems the more he tries to get close to her, the more she pulls away. He tries to bring it up with her, but it seems to frustrate her even more. Oliver feels rejected and hurt. Should he accept that maybe their relationship just doesn't work? {{RoundBoxBottom}} Shay and Oliver’s story reflects a dynamic familiar to many couples: one partner becomes the peacemaker, often sacrificing their own emotional needs to maintain harmony, while the other remains emotionally distant or unpredictable. This pattern often leads to unresolved tension, dissatisfaction, or eventual breakdown in the relationship. Rather than focusing solely on the surface-level issues in adult relationships, psychological research increasingly{{f}} points to early life experiences as a root cause. Studies{{f}} in attachment theory suggest that the emotional bonds formed with primary caregivers during early childhood can have a lasting impact on how individuals relate to romantic partners later in life. These influential interactions contribute to the development of secure or insecure attachment styles, which in turn influence communication, trust, and emotional regulation in adult relationships{{f}}. This chapter explores how early attachment experiences, particularly those shaped by trauma, can influence adult romantic relationships. How do different attachment styles manifest in adulthood? And can psychology aid in changing insecure attachment patterns{{g}}. {{RoundBoxTop|theme=4}} '''Focus questions''' *What is attachment theory? *What are the four different attachment styles? *What is my attachment style? *How does trauma play a role{{ic|in what}}? *Can we become more secure?{{ic|Use open-ended questions}} {{RoundBoxBottom}} == What is attachment theory? == [[wikipedia:Attachment_theory|Attachment theory]], developed by [[wikipedia:John_Bowlby|John Bowlby]], emerged as an alternative to [[wikipedia:Psychoanalytic_theory|psychoanalytic theory]], aiming to explain why separation from caregivers causes anxiety in children (Bolen, 2000). Bowlby proposed that there is a critical period during early childhood (around 2.5 years old) when children must form secure attachments to their primary caregivers for healthy emotional and social development (McLeod, 2025). These early bonds can be either secure or insecure, and they play a crucial role in shaping how individuals interact in relationships throughout their lives{{f}}. Attachment security has been consistently linked to better social and emotional adjustment across the lifespan (Doyle et al., 2000). Securely attached children tend to develop stronger emotional regulation and healthier social connections, while those with insecure attachment styles may struggle with intimacy and emotional balance later on{{f}}. One of the primary methods used to assess attachment in children is the [[wikipedia:Strange_situation|Strange Situation Procedure]] (SSP), developed by [[wikipedia:Mary_Ainsworth|Mary Ainsworth]]. This procedure involves a series of brief separations and reunions with the caregiver, designed to activate the child’s attachment system and reveal their attachment style (Ainsworth et al., 1978). It has become a cornerstone{{f}} in understanding how early attachment influences behaviour in later relationships. === What are the different attachment styles? === Within attachment theory {{g}} there are a four different subtypes or styles of attachment (see Table 1). ==== Different attachment styles ==== {{ic|Add APA style table caption with citation(s) to sources of this information}} {| class="wikitable" !Attachment !Caregiver Behaviours !Characteristics |- |Secure |emotionally available and responsive to child's needs |can form strong, intimate connections, communicate well, and manage stress and conflict |- |Anxious-Avoidant |neglectful or emotionally unavailable |uncomfortable with intimacy, can be emotionally distant and prefers to rely on themselves rather than others for emotional support. |- |Disorganized |inconsistent or frightening |erratic and unpredictable behaviour, can be contradictory in actions |- |Anxious |inconsistent or neglectful caregiving |high need for reassurance and fear of abandonment. Can be overly dependent on partner for validation |} '''Anxious-Avoidant Attachment''' Anxious-avoidant attachment sometimes known as dismissive avoidant attachment usually develops from a caregiver who was neglectful or emotionally unavailable. People with this attachment style tend to feel uncomfortable with intimacy and prefer to rely on themselves rather than others for emotional support.{{f}} '''Secure Attachment''' Secure attachment happens when a caregiver is emotionally available and responsive to the child’s needs. Individuals with secure attachment can form strong, intimate connections, communicate well, and manage stress and conflict better than those with insecure attachment styles. They’re comfortable with both closeness and independence in relationships.{{f}} '''Disorganized Attachment''' Disorganized attachment also known as fearful avoidant often develops when a caregiver is inconsistent or frightening. People with this attachment style show erratic and unpredictable behaviour, sometimes seeking closeness but other times pushing people away. Their actions can appear contradictory, leaving them feeling confused and unsure in relationships.{{f}} '''Anxious Attachment''' Anxious attachment usually develops from inconsistent or neglectful caregiving. People with this attachment style are marked by a high need for reassurance, fear of abandonment, clinginess, and jealousy. They can become overly dependent on their partner for validation and tend to get caught up in emotional highs and lows.{{f}} <quiz display="simple"> {Anxious avoidant attachment is a secure attachment style{{ic|the answer is incorrect}}: |type="()"} + True - False {Other non care-giver related traumas can lead to insecure attachment{{ic|the answer is incorrect}}: |type="()"} - True + False </quiz> === Limits of attachment theory === Though{{sp}} attachment theory is widely used around the world{{f}}, it faces several important critiques{{f}}. Firstly, it is quite Western-centric, often reflecting parenting styles common in Western cultures, such as frequent attention and constant availability from caregiver, which may not apply across cultures{{f}}. This limits the theory’s generalisability across different cultural contexts (Rothbaum et al., 2000; Rothbaum et al., 2001). It also places a heavy emphasis on maternal influence, which can overlook the important roles of fathers and other caregivers (Lamb & Bornstein, 2013). Lastly, attachment theory tends to downplay other key influences like genetics, socioeconomic background, and temperament, which can result in an oversimplified view of child development (Bronfenbrenner, 1979). However, despite these criticisms, attachment theory remains a valuable framework for understanding early relationships and emotional development. Its core ideas have been expanded and adapted over time, and newer research{{f}} continues to build on its foundations while addressing its cultural and contextual limitations. == Insecure attachment and relationship instability == Insecure attachment can be categorized into avoidant, anxious, and disorganised attachment styles. Unlike securely attached individuals, those with insecure attachment often develop in environments where caregivers are inconsistent, unavailable, or unresponsive during times of distress{{f}}. As a result, they may adopt certain strategies such as avoidance or hyperactivation to cope with these needs.{{g}}(Dagan et al., 2021) Consequently, children may develop a simultaneous yearning for closeness and a fear of abandonment, depending on the subtype this will often lead to increased sensitivity to others’ emotional states and communication, patterns of excessive rumination, emotional distancing, discomfort with intimacy and contradictory behaviour{{f}}. [[File:ATT.STYLES.png|thumb|405x405px|'''Figure 2'''. Attachment styles ]] Insecure attachment has been widely linked to increased vulnerability to internalizing symptoms such as anxiety and depression (Dagan et al., 2021). Bowlby’s foundational work emphasized that early experiences with caregivers, particularly during moments of stress, shape an individual. Particularly expectations, beliefs, and attitudes about themselves and others in close relationships (Simpson & Rholes, 2017). Over time, these models influence how individuals engage in future relationships, especially in how they seek comfort, express needs, or respond to perceived threats of rejection or abandonment. == How does trauma play a role? == Trauma that is experienced in early childhood is foundational to the development of attachment styles{{f}}. Exposure to any variety of trauma for example, severe stress, neglect or abuse rewires the brain’s sense of safety that secure attachment relies on, resulting in insecure or disorganised patterns of relating to others (Lahousen et al., 2019). Specifically, disorganised attachment, has been strongly linked to traumatic caregiving environments where the caregiver is simultaneously a source of fear and comfort (Greenman et al., 2024). This creates an internal conflict in the child, who seeks closeness but also anticipates harm, leading to behaviours led by confusion, fear, and emotional dysregulation. Over time, this can manifest in adulthood as relationship complications, trust issues, and inconsistent behaviour{{f}}. Trauma can also give rise to avoidant or dismissing attachment, in which individuals adopt emotional distancing as a defensive mechanism.{{f}} These individuals tend to suppress emotional needs and downplay the importance of close relationships as a way to avoid further psychological pain (Greenman et al., 2024). Ultimately, early trauma not only shapes how individuals respond to attachment cues but also influences their core beliefs about safety, trust, and intimacy, often carrying these patterns into adulthood unless addressed through supportive relationships or psychological intervention{{f}}. === Neurobiological mechanisms of trauma and attachment === [[File:Brain regions involved in memory formation.jpg|thumb|405x405px|'''Figure 3'''. The traumatised brain]] Early trauma can profoundly alter brain development and disrupt the formation of stable cognitive and emotional patterns{{f}}. Rather than maturing in a secure and nurturing environment, the brain adapts in ways that prioritize survival over healthy typical functioning. According to Lahousen, Unterrainer, and Kapfhammer (2019), traumatic or neglectful caregiving during early development interferes with the brain’s stress regulation systems, particularly the [[wikipedia:Hypothalamic–pituitary–adrenal_axis|hypothalamic-pituitary-adrenal (HPA) axis]], resulting in chronic overactivation and elevated [[wikipedia:Cortisol|cortisol]] levels. Prolonged exposure to this heightened stress state can impair key brain structures: the [[wikipedia:Amygdala|amygdala]] (see Figure 3) becomes hyperresponsive, increasing fear and threat sensitivity, while the [[wikipedia:Prefrontal_cortex|prefrontal cortex]] which is essential for emotion regulation, empathy, and executive function shows reduced efficiency. Trauma also disrupts the [[wikipedia:Oxytocin|oxytocin]] system by reducing oxytocin release and impairing receptor sensitivity, weakening the brain’s capacity for social bonding, trust, and feelings of safety{{f}}. These neurobiological changes set the foundation for the development of insecure or disorganised attachment styles{{f}}. Instead of fostering secure emotional bonds, the traumatised individual’s brain becomes concentrated on survival, vigilance, emotional dysregulation and self-defence, which can significantly affect the development of healthy interpersonal relationships later in life{{f}}. === Non caregiver-specific trauma === While early relationships with caregivers play a central role in shaping attachment styles, insecure attachment can also develop later in life as a result of non caregiver-specific trauma{{f}}. Traumatic experiences such as abuse, neglect, loss, or betrayal in romantic relationships, friendships, or even during major life events can disrupt a person's sense of emotional security{{f}}. These later-life traumas can reinforce or even create patterns of insecure attachment. Especially in individuals who may have previously had secure foundations{{g}}. Ogle et al. (2015) found that the relationship between PTSD symptoms and attachment anxiety was stronger in individuals whose trauma occurred in early life, but those with trauma in adulthood were also affected, indicating that attachment insecurity is not limited to childhood experiences. Additionally, attachment anxiety is associated with a tendency to use hyper-activating coping strategies, amplifying negative emotions, overreacting to stress, and perceiving situations as more threatening than they may be (Maunder et al., 2006){{ic|Not in References}}. These strategies can become more pronounced after relational or situational trauma, leading to greater emotional instability and difficulty trusting others{{f}}. This highlights that insecure attachment styles can emerge not only from early caregiving environments but also from the complex experiences and trauma individuals may encounter throughout life. <quiz display="simple"> {Attachment styles were developed by John Bowlby: |type="()"} + True - False {Other non care-giver related traumas can lead to insecure attachment{{ic|Repeated question; incorrect answer}}: |type="()"} - True + False </quiz> == From survival to security == Although trauma can have a significant and lasting influence on our brains, attachment styles developed by trauma are not completely fixed. Through self-awareness, supportive relationships, and often psychological intervention, individuals can gradually shift from insecure patterns to a more secure attachment style{{f}}. Moving from survival-based coping mechanisms, such as emotional withdrawal, fear of abandonment, or hypervigilance, to a place of emotional safety and trust is possible over time. According to Vrtička and Vuilleumier (2012), developing a positive model of others, alongside positive self-beliefs such as being worthy, lovable, and capable, is key to forming secure attachments. These internal shifts help reframe how individuals perceive relationships, allowing for deeper emotional connections, greater self-regulation, and healthier responses to stressful situations. With these interventions, even those affected by insecure or disorganized attachment can work toward lasting emotional security. [[File:Emotion-Focused Therapy Illustration.jpg|thumb|330x330px|'''Figure 4'''. Emotion focused therapy]] === Rewiring your brain === One way individuals with insecure attachment can become securely attached through targeted psychological interventions, especially when individuals become aware of how their early or later-life experiences have shaped their relational patterns{{g}}. Two well-supported approaches are [[wikipedia:Cognitive_behavioral_therapy|Cognitive Behavioural Therapy (CBT)]] and [[wikipedia:Emotionally_focused_therapy|Emotionally Focused Therapy (EFT).]] ==== Cognitive Behavioural Therapy ==== CBT helps individuals explore and challenge the negative core beliefs they may have developed about themselves and others, often rooted in earlier attachment wounds{{f}}. For those with insecure attachment, these beliefs might include “I am unlovable” or “my significant other will hurt or abandon me.” CBT works to restructure these thoughts and encourages the development of healthier emotional responses and interpersonal behaviours{{f}}. According to Cicchetti, Rogosch, and Toth (2006), interventions grounded in developmental science can effectively increase attachment security, particularly in high-risk or maltreated populations. They found that “children in the intervention groups demonstrated substantial increases in secure attachment,” showing that targeted psychological support can shift attachment patterns (p. 638). ==== Emotionally Focused Therapy ==== EFT, developed by Sue Johnson, focuses on reshaping emotional bonds in relationships, particularly by helping individuals identify and express their attachment needs in a safe, structured environment. EFT is especially effective in couples and family therapy, as it works directly with patterns of emotional disconnection and insecurity. Johnson (2019) explains that the goal of EFT is to help individuals and couples move from “desperate, rigid reactive positions” to ones that allow emotional accessibility and responsiveness, hallmarks of secure attachment. By creating new emotional experiences within the therapy setting, EFT allows clients to internalize new models of relating, rooted in safety and trust. ==Conclusion== The relational dynamic between Shay and Oliver reflects a common issue found in many relationships worldwide. Often one individual assuming the role of emotional caretaker while the other maintains emotional distance or inconsistency. Rather than originating solely from interpersonal conflict, such patterns often have deeper psychological roots in early attachment experiences. Attachment theory suggests that the emotional bonds formed with primary caregivers in childhood shape internal models of self and others, which continue to influence our behaviours, emotional regulation, and desire for intimacy throughout the lifespan. This chapter examined how attachment styles, secure, anxious, avoidant, and disorganised, are shaped not only by early caregiving environments but also by significant non-caregiver-specific traumas encountered later in life. Whether rooted in early neglect or later experiences of betrayal, trauma can dysregulate emotional processing and relationship functioning. Neurobiological research has further demonstrated that early trauma affects brain structures responsible for stress regulation and bonding, contributing to the development of insecure attachment styles. Despite the enduring effects of insecure attachment, these patterns are not fixed. With psychological insight, supportive relationships, and evidence-based interventions, individuals can begin to transition from survival-driven behaviours toward more secure relational patterns. Cognitive Behavioural Therapy helps to restructure maladaptive beliefs and emotional responses, while Emotionally Focused Therapy fosters emotional accessibility and responsiveness in relationships. These therapeutic approaches offer pathways for individuals to repair internal working models and develop a more secure sense of self in relation to others. While early attachment experiences set a foundation for relationship tendencies, they do not dictate the outcomes of relationships. The potential for emotional growth, healing, and secure attachment remains accessible throughout life, particularly in becoming aware of how trauma can affect the way you relate to other people, psychological interventions and support. == References == {{Hanging indent|1= Bolen, R. M. (2000). Validity of attachment theory. ''Trauma, Violence & Abuse, 1''(2), 128–153. https://www.jstor.org/stable/26636245 Bronfenbrenner, U. (1979). ''The ecology of human development: Experiments by nature and design''. Harvard University Press. Cicchetti, D., Rogosch, F. A., & Toth, S. L. (2006). Fostering secure attachment in infants in maltreating families through preventive interventions. ''Development and Psychopathology, 18''(3), 623–649. https://doi.org/10.1017/S0954579406060329 Dagan, O., Groh, A. M., Madigan, S., & Bernard, K. (2021). A lifespan development theory of insecure attachment and internalizing symptoms: Integrating meta-analytic evidence via a testable evolutionary mis/match hypothesis. ''Brain Sciences, 11''(9), 1226. https://doi.org/10.3390/brainsci11091226 Dargie, E. (2020). Attachment theory in practice: Emotionally focused therapy (EFT) with individuals, couples, and families. ''Journal of Sex & Marital Therapy, 46''(7), 717–719. https://doi.org/10.1080/0092623x.2020.1794183 Doyle, A. B., Markiewicz, D., Brendgen, M., Lieberman, M., & Voss, K. (2000). Child attachment security and self-concept: Associations with mother and father attachment style and marital quality. ''Merrill-Palmer Quarterly, 46''(3), 514–539. https://www.jstor.org/stable/23093743 Greenman, P. S., Renzi, A., Monaco, S., Luciani, F., & Di Trani, M. (2024). How does trauma make you sick? The role of attachment in explaining somatic symptoms of survivors of childhood trauma. ''Healthcare, 12''(2), 203. https://doi.org/10.3390/healthcare12020203 Lahousen, T., Unterrainer, H. F., & Kapfhammer, H.-P. (2019). Psychobiology of attachment and trauma—Some general remarks from a clinical perspective. ''Frontiers in Psychiatry, 10'', 914. https://doi.org/10.3389/fpsyt.2019.00914 Lamb, M. E. (2013). ''Social and personality development''. Psychology Press. https://doi.org/10.4324/9780203813386 Levine, A., & Heller, R. (2010). ''Attached: The new science of adult attachment and how it can help you find—and keep—love''. TarcherPerigee. McLeod, S. (2025, April 20). John Bowlby’s attachment theory. Simply Psychology. https://www.simplypsychology.org/bowlby.html Ogle, C. M., Rubin, D. C., & Siegler, I. C. (2015). The relation between insecure attachment and posttraumatic stress: Early life versus adulthood traumas. ''Psychological Trauma: Theory, Research, Practice, and Policy, 7''(4), 324–332. https://doi.org/10.1037/tra0000015 Rothbaum, F., Weisz, J., Pott, M., Miyake, K., & Morelli, G. (2000). Attachment and culture: Security in the United States and Japan. ''American Psychologist, 55''(10), 1093–1104. https://doi.org/10.1037/0003-066X.55.10.1093 Rothbaum, F., Weisz, J., Pott, M., Miyake, K., & Morelli, G. (2001). Deeper into attachment and culture. ''American Psychologist, 56''(10), 827–829. https://doi.org/10.1037/0003-066X.56.10.827 Simpson, J. A., & Rholes, W. S. (2017). Adult attachment, stress, and romantic relationships. ''Current Opinion in Psychology, 13'', 19–24. https://doi.org/10.1016/j.copsyc.2016.04.006 Vrtička, P., & Vuilleumier, P. (2012). Neuroscience of human social interactions and adult attachment style. ''Frontiers in Human Neuroscience, 6'', 212. https://doi.org/10.3389/fnhum.2012.00212 }} == External links == [https://www.amazon.com.au/Attached-Science-Adult-Attachment-YouFind/dp/1585429139 Attached: the new science of adult attachment and how it can help you find - and keep - love] (Amazon.com) [https://www.goodreads.com/book/show/16158307-insecure-in-love Insecure in love: how anxious attachment can make you feel jealous, needy, and worried and what you can do about it] (goodreads.com) [https://www.youtube.com/watch?v=QTsewNrHUHU The strange situation - mary ainsworth] (youtube) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Relationships/Attachment]] [[Category:Motivation and emotion/Book/Trauma]] 1wscmlv37acow89cz2d22495j9safji 0 323153 2814698 2814527 2026-06-08T22:01:07Z Jtneill 10242 /* Emotion */ [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? 2814698 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 7ky7e2h2mkh6wowyu0n4qsm6py3dv4c 2814699 2814698 2026-06-08T22:06:57Z Jtneill 10242 /* Emotion */ [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? 2814699 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? 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{{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] skmm975ebsqu6e0anenuyzib3qdhrk5 2814700 2814699 2026-06-08T22:12:54Z Jtneill 10242 /* Emotion */ + [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? 2814700 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 027879aa1yv5s2x8icwoo64ew2j3mzv 2814708 2814700 2026-06-08T22:27:14Z Jtneill 10242 /* Emotion */ [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? 2814708 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 10qv31hs036yn4lroxo7g2qimoyj1i7 2814709 2814708 2026-06-08T22:31:58Z Jtneill 10242 /* Emotion */ + [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? 2814709 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] aamkb42tfbgnd6jshddtror14e0q7q7 2814717 2814709 2026-06-08T23:47:15Z Jtneill 10242 /* Motivation */ + [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? 2814717 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] ff8sah6a81j2yt8ctnf8xcbwvjvrfs0 2814718 2814717 2026-06-08T23:52:43Z Jtneill 10242 /* Motivation */ [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? 2814718 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 82lejwgkurkmp3fyuosst54sf6vefpy 2814721 2814718 2026-06-08T23:58:24Z Jtneill 10242 /* Emotion */ + [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? 2814721 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] s2f3mkl7epjcikgkt9zolmg3q5817gx 2814722 2814721 2026-06-09T00:01:20Z Jtneill 10242 /* Motivation */ [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? 2814722 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 4fplrc4b7dq7034xoaa3za603v3af9a 2814723 2814722 2026-06-09T00:04:00Z Jtneill 10242 /* Motivation */ [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? 2814723 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] ii9xe6xmmln4vj8802bucookgta4463 2814724 2814723 2026-06-09T00:08:13Z Jtneill 10242 /* Motivation */ [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? 2814724 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] hs1n541qoine3v7mlrzk4mwgyq7w766 2814725 2814724 2026-06-09T00:14:47Z Jtneill 10242 /* Motivation */ [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? 2814725 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 4n301c4wbvnifjfr15yxmrg5nler70d 2814732 2814725 2026-06-09T00:30:10Z Jtneill 10242 /* Motivation */ + [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? 2814732 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 3wzntgt8ga8q8aq3g1xxayg34qlpsg9 2814736 2814732 2026-06-09T02:24:15Z Jtneill 10242 /* Motivation */ [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? 2814736 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 5mc3mlgospzkth07nmh93eexk3z6jy9 2814742 2814736 2026-06-09T03:31:47Z Jtneill 10242 /* Motivation */ [[/Scarcity versus abundandance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? 2814742 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Scarcity versus abundandance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] a94s0wo1685xtfymptgdh8r7v8y5jhb 2814743 2814742 2026-06-09T03:32:08Z Jtneill 10242 /* Motivation */ 2814743 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 3hk40cie3f6ng7xf2llork34770ayam 2814744 2814743 2026-06-09T03:36:50Z Jtneill 10242 /* Motivation */ [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? 2814744 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 3vs4xfp282f6nc04heegubqas8t72jf 2814745 2814744 2026-06-09T03:42:10Z Jtneill 10242 /* Motivation */ Revise relatedness and SDT topic 2814745 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 1i06xud7v38b39toyhykw8s3o90q1m3 2814746 2814745 2026-06-09T03:43:18Z Jtneill 10242 /* Motivation */ Revise competence and SDT topic 2814746 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] b8x5u9p5j0ay9dg9o57x826ihr5mpmq 2814752 2814746 2026-06-09T03:50:36Z Jtneill 10242 /* Motivation */ [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? 2814752 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] emzmimezq79h0rsbs0wdphgv04kjlk0 2814764 2814752 2026-06-09T04:29:13Z Jtneill 10242 /* Motivation */ [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? 2814764 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 64gxkpv7m866olfgq5aucxruw1bp9e4 2814769 2814764 2026-06-09T04:32:22Z Jtneill 10242 /* Motivation */ + [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? 2814769 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 753mstu3gmqlxckzq3739k8lv3xl1vp 2814774 2814769 2026-06-09T04:35:24Z Jtneill 10242 /* Motivation */ [[/Akrasia and self-control failure/]] - Why do people act against their better judgment despite knowing better? 2814774 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgment despite knowing better? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 01uiyv5i2k8hlmd42bxzq0s0fw0qayj 2814775 2814774 2026-06-09T04:37:22Z Jtneill 10242 /* Motivation */ [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? 2814775 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgment despite knowing better? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 8yf6ludzoazworutrpj0w3jlq0fb8e1 2814778 2814775 2026-06-09T04:41:09Z Jtneill 10242 /* Emotion */ + [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? 2814778 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgment despite knowing better? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] t0c17tif9jz37exbvpb0rx1rydcw54f 2814780 2814778 2026-06-09T04:43:49Z Jtneill 10242 /* Emotion */ [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? 2814780 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgment despite knowing better? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] kalf2coloebr415xz6qabpm25wat1nq 2814783 2814780 2026-06-09T04:51:41Z Jtneill 10242 + [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? 2814783 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgment despite knowing better? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 8g9gm8fvd82d2mxs2aywl0qga42cjhk 2814785 2814783 2026-06-09T04:52:56Z Jtneill 10242 /* Motivation */ 2814785 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 2uy43b57a8kucxepsn9t6e249ufursw 2814788 2814785 2026-06-09T04:56:43Z Jtneill 10242 /* Motivation */ + [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? 2814788 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 0njhabtkhaoih4ru6sptxc8xpc3ksv3 2814790 2814788 2026-06-09T04:58:55Z Jtneill 10242 /* Motivation */ + # [[/Lifelong learning motivation/]] - What motivates lifelong learning? 2814790 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 3d3i9x5fwbrkgtx3ynks97ibwg7fa5t 2814792 2814790 2026-06-09T05:01:35Z Jtneill 10242 /* Motivation */ + [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? 2814792 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 4bjys4p7fkoxb5clqx4xgf6zlks5wbf 2814795 2814792 2026-06-09T05:04:56Z Jtneill 10242 /* Emotion */ + [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? 2814795 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 12zkj2ozm98fgabn5tjqqey3wpswpa2 2814802 2814795 2026-06-09T05:09:49Z Jtneill 10242 /* Emotion */ + [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? 2814802 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] dcqgknyn816e9qwxc4sbczh28rhmra3 2814804 2814802 2026-06-09T05:12:40Z Jtneill 10242 /* Emotion */ + [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes? 2814804 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] g7r5du8ac4gvz96s1nwvjx3uwy75elb 2814807 2814804 2026-06-09T05:15:45Z Jtneill 10242 /* Emotion */ + [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed? 2814807 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] jlpidjzc13cwvvb3wqu41gkglpb1feo 2814810 2814807 2026-06-09T05:19:54Z Jtneill 10242 /* Emotion */ + [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? 2814810 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] lhy92mix17hdyuwonpqi01k1wq1qtks 2814811 2814810 2026-06-09T05:21:24Z Jtneill 10242 /* Emotion */ + # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? 2814811 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 6bh70d3rd4mfizcm6xg9uuofd0v1e9z 2814813 2814811 2026-06-09T05:23:43Z Jtneill 10242 /* Emotion */ [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? 2814813 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] ttf8ebx3pqn8ejrkhbxyeoh89d5du6e 2814827 2814813 2026-06-09T07:50:48Z Jtneill 10242 /* Emotion */ [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? 2814827 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Akrasia and self-control failure/]] - Why do people act against their better judgement? {{ME-By|User Name}} # [[/Artificial intelligence and student motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - What is the relationship between attachment styles and pursuit of social connection? {{ME-By|User Name}} # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be developed and sustained? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Enhancing motivational dynamics in virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|User Name}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|User Name}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity versus abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotional intelligence and emotional wellbeing/]] - How is emotional intelligence related to emotional wellbeing? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotion of excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction mechanisms/]] - What psychological and neural processes underlie the extinction of fear responses? [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Love styles and relationship satisfaction/]] - How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|User Name}} # [[/Mood disorders and time experience/]] - How is time perceived differently in anxiety and depression? {{ME-By|User Name}} # [[/Moodiness/]] - What is moodiness, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie the experience of love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] g7te9zkj5e3kg7r67m4123troin8271 1 323734 2814766 2740494 2026-06-09T04:30:09Z Jtneill 10242 Jtneill moved page [[Talk:Motivation and emotion/Book/2025/Types of impulsivity]] to [[Talk:Motivation and emotion/Book/2026/Types of impulsivity]] without leaving a redirect 2740494 wikitext text/x-wiki <!-- Official topic development feedback --> {{METF/2025 |1= <!-- Title --> # Title and sub-title correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> # Under-developed, 1-level heading structure – develop further, perhaps using a 2-level structure for larger section(s) (i.e., including subheadings) <!-- Alignment with focus questions --> # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections |3= <!-- Overview--> # Basic <!-- Scenario --> # A scenario or case study is presented in a feature box at the start of this section; add an image to the scenario to help attract reader interest # Simplify the scenario or split into other sections which can be embedded throughout the chapter <!-- Description --> # Add a brief, evocative description of the problem/topic <!-- Focus questions --> # Develop closer alignment between the sub-title, focus questions, and top-level headings # The last two focus questions aren't needed, but are examples of relevant applications/implications (maybe develop a broader question about applications/implications) |4= <!-- Key points--> <!-- Overall --> # No development <!-- Conclusion --> # Conclusion (the most important section) hasn't been developed # What might the take-home, practical messages be? (What are the answer(s) to the question(s) in the sub-title and/or focus questions?) |5= <!-- Figure --> # A relevant figure is not presented and cited (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Caption --> |6= <!-- Learning feature --> <!-- Interwiki links ---> # Add in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # To be developed |8= <!-- Resources --> <!-- See also --> # See also ## Excellent ## Very good ## Good ## Basic ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) ## One of two link types provided ### Also link to related [[Motivation and emotion/Book|motivation and emotion book chapters]] ### Also link to relevant [[w:|Wikipedia]] pages ## Use bullet-points (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]]) ## Use [[w:Letter case#Sentence casing|sentence casing]] ## Rename links so that they are more user friendly (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]]) ## Include source in brackets after link (e.g., (Wikipedia) or (Book chapter, year) for Wikiversity book chapters) ## Use alphabetical order <!-- External links --> # External links ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |9= <!-- User page --> # Excellent # Used effectively # Very good # Good # Basic # Not created – see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] <!-- Description about self --> # Description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 02]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:35, 22 August 2025 (UTC) asyxhsnq06164nzvz5g61h4pz75yjdc 1 323738 2814760 2740566 2026-06-09T04:26:04Z Jtneill 10242 Jtneill moved page [[Talk:Motivation and emotion/Book/2025/Investment model of commitment and social motivation]] to [[Talk:Motivation and emotion/Book/2026/Investment model of commitment and social motivation]] 2740566 wikitext text/x-wiki <!-- Official topic development feedback --> {{METF/2025 |1= <!-- Title --> # Title and/or sub-title not correctly worded and/or didn't use [[w:Letter case#Sentence casing|sentence casing]] (fixed) |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> # Basic, 1-level heading structure – could benefit from further development, perhaps using a 2-level structure (i.e., use subheadings) <!-- Alignment with focus questions --> # Insufficient alignment between sub-title, focus questions, and top-level headings <!-- Other ---> # Aim for 3 to 6 top-level headings between the Overview and Conclusion, with 3 to 5 sub-headings for large sections # The Overview and Conclusion should not use sub-headings <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Insufficient <!-- GenAI ---> # Does this section include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, it needs to be acknowledged as such in the edit summaries, otherwise it violates academic integrity. <!-- Scenario --> # A scenario or case study is presented # Put the scenario in a feature box # Add an image to the scenario to help attract reader interest <!-- Description --> # Add a brief, evocative description of the problem/topic <!-- Focus questions --> # Expand to 3 to 5 focus questions # Open-ended focus questions are better than closed-ended (e.g., yes/no) questions |4= <!-- Key points--> <!-- Overall --> # Partial development of key points # Insufficient development of content about the model <!-- Theory and research --> # Strive for an integrated balance of the best psychological theory and research about this topic, with practical examples; currently theory seems to be separate to research <!-- Citations --> # Promising use of citations # Remove links to citations; replace with APA style citations. References should include the hyperlinked dois. <!-- Citation style --> # Remove links to citations; replace with APA style citations. References should include the hyperlinked dois. <!-- Other --> <!-- Conclusion --> # Conclusion (the most important section) is underdeveloped |5= <!-- Figure --> # Relevant figure(s) are presented <!-- Caption --> # Figure caption(s) could better explain how the image connects to key points being made in the main text # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # One in-text [[m:Help:Interwiki linking|interwiki link]] for first mention of key term to [[w:|Wikipedia]]. Also embed links to [[Motivation and emotion/Book|book chapters]]. <!-- Scenarios/examples/case studies --> # Promising use of scenarios/examples/case studies # The best scenarios show theory in action through real-world type scenarios # Embed case study in the most relevant section and remove case study as a heading <!-- Quiz --> # Consider including quiz question(s) about the take-home messages <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- Move --> # Move Wikipedia links to the "See also" section # Move non-academic / non-peer reviewed sources to the "External links" section <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## make doi hyperlinks active (i.e., clickable) ## use dois where available instead of other links |8= <!-- Resources --> <!-- See also --> # See also ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) <!-- External links --> # External links ## To be developed (see [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]) |9= <!-- User page --> # Excellent - used effectively <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # One out of three types of contributions made with direct link(s) to evidence. The other types of contribution are making: #* direct improvements to other [[Motivation and emotion/Book|chapters (past or current)]] #* comments on the [[Help:Talk page|talk page]]s of other [[Motivation and emotion/Book|chapters (past or current)]] # To add direct links to evidence of Wikiversity edits or comments: view the page history, select the version of the page before and after your contributions, click "compare selected revisions", and paste the comparison URL on your user page. For more info, see [[Motivation and emotion/Assessment/Chapter#Making and summarising social contributions|Making and summarising social contributions]]. This was demonstrated in [[Motivation and emotion/Tutorials/Wiki editing#Social contributions|Tutorial 02]]. }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:32, 23 August 2025 (UTC) 3jc2nywi4vxwjxt6o000loymejm65u5 1 323743 2814771 2773432 2026-06-09T04:33:56Z Jtneill 10242 Jtneill moved page [[Talk:Motivation and emotion/Book/2025/Akrasia and self-control failure]] to [[Talk:Motivation and emotion/Book/2026/Akrasia and self-control failure]] without leaving a redirect 2773432 wikitext text/x-wiki == Heading casing == {| style="float: center; background:transparent;color:inherit;" |- | [[File:Crystal Clear app ktip.svg|48px|left]] | {{#if:|Hi [[User:{{{1}}}|{{{1}}}]].|}} FYI, the recommended [[Wikiversity]] heading style uses [[w:Letter case#Sentence_case|sentence casing]]. For example:<br> <big><big>Self-determination theory</big></big> rather than <big><big>Self-Determination Theory</big></big> Here's an example chapter with correct heading casing: [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:21, 23 August 2025 (UTC) |} <!-- Official topic development feedback --> {{METF/2025 |1= <!-- Title --> # Title and sub-title correctly worded and use [[w:Letter case#Sentence casing|sentence casing]] |2= <!-- Headings --> # See earlier comment about [[#heading casing|heading casing]] <!-- Heading structure --> # Well developed 2-level heading structure. Meaningful headings clearly relate directly to the core topic. <!-- Alignment with focus questions --> # Very good alignment between sub-title, focus questions, and heading structure, but there may be room for improvement <!-- Other ---> # Use default heading formatting (i.e., avoid additional formatting such as bold, italics, underline, changing the size etc.) <!-- GenAI ---> # Are the headings based on [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. |3= <!-- Overview--> # Excellent – Scenario, image, evocative description of the problem/topic, and focus questions <!-- Scenario --> # A scenario or case study is presented in a feature box with an image at the start of this section <!-- Description --> # A basic description of the problem/topic is planned or presented <!-- Focus questions --> # Good alignment between focus questions and heading structure, but consider closer alignment |4= <!-- Key points--> <!-- Overall --> # Excellent – key points are well developed for each section <!-- Scope --> # It may be that all planned aspects cannot be reasonably covered within the final word count, so be selective and concentrate on key aspects that address the question in the sub-title. For example, concentrate on the psychological rather than philosophical aspects. <!-- Theory and research --> # Reasonably good coverage of theory; strive to balance the theoretical content with critical review of relevant research <!-- Citations --> # Promising use of citations <!-- Other --> # ''Avoid providing too much background information''. Aim to briefly summarise general concepts and provide internal links to relevant book chapters and/or Wikipedia pages for further information. Focus most of the chapter on ''directly answering the core question(s)'' posed by the chapter sub-title. # Use correct capitalisation ([https://apastyle.apa.org/style-grammar-guidelines/capitalization APA style is a "down" style]) – [https://polishedpaper.com/blog/capitalization-apa-style more info] # Use [https://www.abc.net.au/education/learn-english/australian-vs-american-spelling/11244196 Australian spelling] (e.g., analyze → analyse; behavior → behaviour) <!-- GenAI ---> # Do these key points include [[Motivation and emotion/Assessment/Using generative AI|genAI content]]? If so, this needs to be acknowledged in the edit summaries, otherwise it violates academic integrity. <!-- Conclusion --> # Conclusion is underway |5= <!-- Figure --> # Relevant figure(s) are presented and captioned <!-- Caption --> # Figure caption(s) provide(s) a somewhat clear description that is connected with the main text, but could be improved # Figure caption(s) should include '''Figure X'''. ... <!-- Cite --> # Cite each figure at least once in the main text using APA style (e.g., see Figure 1) |6= <!-- Learning feature --> <!-- Interwiki links ---> # Excellent in-text [[m:Help:Interwiki linking|interwiki links]] for first mention of key terms to [[w:|Wikipedia]] and/or [[Motivation and emotion/Book|book chapters]] <!-- Scenarios/examples/case studies --> # Consider use of more scenarios/examples/case studies <!-- Quiz --> # Promising use of quiz question(s) # Place quiz each question in the most relevant section # Focus the quiz question(s) on the take-home messages <!-- Tables --> # Also consider using tables to summarise key information |7= <!-- References --> <!-- Overall --> # Good <!-- Systematic reviews --> # What are the most relevant systematic reviews/meta-analyses about this topic? <!-- APA style --> # Check and correct [https://apastyle.apa.org/instructional-aids/reference-guide.pdf APA referencing style]: ## capitalisation ## [[Help:Wikitext quick reference|italicisation]] ## make doi hyperlinks active (i.e., clickable) |8= <!-- Resources --> <!-- See also --> # See also ## One of two link types provided ### Also link to relevant [[w:|Wikipedia]] pages <!-- External links --> # External links ## One of two required external links provided |9= <!-- User page --> # Used effectively <!-- Description about self --> # Excellent description about self provided <!-- Links to profile(s) --> # Consider linking to your [https://portfolio.canberra.edu.au/ eportfolio] page and/or any other professional online profile or resume such as [https://www.linkedin.com/ LinkedIn]. This is not required, but it can be useful to interlink your professional networks. <!-- Link to book chapter --> # A link to the book chapter is provided |10= <!-- Social contribution --> # Excellent – at least three different types of contributions with direct link(s) to evidence }} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:21, 23 August 2025 (UTC) == Sentence casing == Hi Gaby, I've just made a small edit in your overview section where I removed the capital letters of some words. APA 7th formatting recommend sentence casing as an overall guide. This includes words like akrasia, cognitive load, and others, which should all be written with lowercase letters unless its the start of the sentence. For example: Cognitive behavioural therapy (CBT) is... This doesn't apply for names or other proper nouns :). I'd recommend looking through the rest of your outline and making those adjustments. The chapter is looking great! Keep it up [[User:Lachlancanning04|Lachlancanning04]] ([[User talk:Lachlancanning04|discuss]] • [[Special:Contributions/Lachlancanning04|contribs]]) 02:10, 29 August 2025 (UTC) == Conclusion == Hi Gaby, You’ve done a good job highlighting the main points in your conclusion, especially that akrasia and self-control failures are predictable and manageable rather than just moral failings, and the link to personal strategy shows some practical, down-to-earth thinking. That said, the ending is a bit short and comes across more like a set of notes than a fully rounded final paragraph. While the key ideas are there, they don’t quite flow together into a coherent story, so the section feels a bit patchy. The conclusion would feel more complete and impactful if it included a few examples of how understanding akrasia could help with everyday decision-making or goal-setting. [[User:Dsanad|Dsanad]] ([[User talk:Dsanad|discuss]] • [[Special:Contributions/Dsanad|contribs]]) 10:30, 15 November 2025 (UTC) 70xcbeust5pcbf942wt5cx6785l9u7s 0 326060 2814541 2812873 2026-06-08T12:09:54Z Jeanne Noiraud 1366702 /* Contributors */ 2814541 wikitext text/x-wiki == Contributors == {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling |- |Amélie Pereira | | |Meta-data enrichement |- | | | | |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == === Definition of living review === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1"/><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. [[wikidata:Q33002955|Knowledge graphs]], a structured representation of knowledge in the form of a graph, linked together by relationships that encode explicit meanings between these entities, are very suitable for conducting living systematic reviews<ref name=":2" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref>{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref><ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but "not yet ready for use"<ref>{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. The living review method relevant for just transition because it includes topic such as energy democracy which necessitate transdisciplinarity and consolidation of fragmented literature<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. === Definitions of just transition : === * «a fair and equitable process of moving towards a post-carbon society’. »<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. === Definition of Procedural justice === Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref>. Procedural justice can include issues of community and citizen participation in decision making, their political representation their consultation or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For example, the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />. == Methodology == === Wikidata and the semantic web ===<!-- Add introduction to what wikidata is and how the triplet works in a pedagogical manner Example of good description here : https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k#fig1 --> "A knowledge graph is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> == Building a corpus and enriching bibliographic metadata == === Database search === We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article screening === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies, initiatives, cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors or included justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper === Importing selected articles into Wikidata === To import the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in the database. Next we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through meta-data enrichement ===<!-- Add : What is meta-data enrichement --> Existing review try to classify existing articles according to various criteria such as industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt).<ref name=":5" /> We selected the most relevant properties in Wikidata to reflect these classifications : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe its geographical focus. ==== Main subjects ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |} <!-- include all below items using the wikidata link template --> Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Study types ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved these method items using the methodological references cited in the reviewed papers. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |[...] |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |[...] |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}<!-- include all below items using the wikidata link template --> [Include list and description of types of litterature reviews] Then, we added the {{Wikidata entity link|P8363}} of each articles based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Research site ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Results ==== The table listing all the papers in the sample can be visualized [https://tabernacle.toolforge.org/?#/tab/manual/Q137211155%0A%0A%0A%0A%0A%0A%0AQ114306483%0A%0A%0A%0A%0AQ137901181%0A%0A%0A%0AQ137901182%0A%0A%0A%0A%0A%0A%0A%0AQ137901183%0A%0A%0AQ114306476%0A%0A%0A%0A%0AQ137901184%0A%0A%0A%0A%0AQ137901185%0A%0A%0A%0A%0A%0AQ137901186%0A%0A%0A%0A%0A%0A%0AQ137901187%0A%0A%0A%0A%0A%0A%0AQ137901188%0A%0A%0A%0A%0AQ137210566%0A%0A%0A%0A%0AQ114306511%0A%0A%0A%0A%0A%0AQ137901191%0A%0A%0A%0A%0AQ137901192%0A%0A%0A%0A%0AQ137901193%0A%0A%0A%0A%0AQ135979013%0A%0A%0A%0A%0A%0A%0A%0AQ137901195%0A%0A%0A%0A%0A%0AQ137901196%0A%0A%0A%0A%0A%0A%0AQ137901197%0A%0A%0A%0A%0AQ136447761%0A%0A%0A%0AQ137901199%0A%0A%0A%0A%0A%0A%0AQ129652515%0A%0A%0A%0A%0A%0A%0AQ137901201%0A%0A%0A%0A%0A%0AQ137901202%0A%0A%0A%0A%0AQ137901203%0A%0A%0A%0AQ137901204%0A%0A%0A%0A%0A%0A%0A%0AQ137901205%0A%0A%0A%0A%0AQ137901206%0A%0A%0A%0A%0A%0A%0A%0A%0AQ137901207%0A%0A%0A%0A%0AQ129203992%0A%0A%0A%0A%0A%0A%0AQ114197507%0A%0A%0A%0AQ137901161%0A%0A%0A%0A%0A%0A%0A%0AQ137901209%0A%0A%0A%0A%0A%0AQ137901210%0A%0A%0A%0A%0A%0AQ137901211%0A%0A%0A%0A%0AQ11420462%0A%0AQ137901213%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0AQ104887325%0A%0A%0A%0A%0A%0AQ137901162%0A%0A%0AQ137901163%0A%0A%0A%0A%0AQ137901164%0A%0A%0A%0A%0A%0AQ137901215%0A%0A%0A%0A%0AQ137901216%0A%0A%0A%0A%0A%0A%0A%0A%0AQ137901217%0A%0A%0A%0A%0AQ115448818%0A%0A%0A%0A%0AQ137901218%0A%0A%0A%0AQ137901219%0A%0A%0A%0A%0AQ137901220%0A%0A%0A%0A%0A%0AQ137901221%0A%0A%0A%0A%0A%0AQ137901222%0A%0A%0A%0A%0AQ137901223%0A%0A%0AQ137901224%0A%0A%0A%0AQ137901225%0A%0A%0A%0A%0A%0A%0AQ137901226%0A%0A%0A%0AQ137901227%0A%0A%0AQ137901182/Len%3BP921%3BP6153%3BP8363%3BP50 here]. == Modelling knowledge == Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. In the present study, we explored how concept map can be used to model the knowledge present in the paper we selected. [define knowledge modelling] ==== Wikidata ontology ==== Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref> It also supports epistemic pluralism : different worldviews can be represented in wikidata, even though scientific knowledge is preferred.<ref name=":8" /> See more on membership properties : https://www.wikidata.org/wiki/Help:Basic_membership_properties See the discussion on cause modelling : https://www.wikidata.org/wiki/Help:Modeling_causes/en ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to represent concepts and theories in wikidata. Capturing the content of a concept is not straightforward and there are various approaches coming from psychology and philosophy on the matter<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref> we summarize these approaches below and examine which wikidata properties exist to represent them. * Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... * Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}}. * Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}. * Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what all its properties will be. * Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|547x547px|Structure of a thematic network (Source: Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. * ==== Causal networks ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. Wikidata includes several properties to describe causal relationships: * {{Wikidata entity link|P828}} * {{Wikidata entity link|P1542}} * {{Wikidata entity link|P1537}} * {{Wikidata entity link|P1479}} : it is difficult to identify single causes for social phenomenons, many factors having an effect on the subject item will likely be contributing factors ==== Modelling concepts ==== To model concepts related to just transition. We read the selected papers and used them as source to build a knowledge graph in wikidata. For example, the paper {{Wikidata entity link|Q137901182}} mention "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as source. Ontology challenges: *{{Wikidata entity link|P31}}: concepts may have a dual nature because they designate at the same time an idea and the entity that this idea represent. Energy democracy is a concept, an ideal, a process and an outcome. *'''Process versus outcome :''' For material processes, the distinction between process and outcome is rather simple. For example, in Wikidata, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork), and this distinction is based on the criterion "{{Wikidata entity link|Q127270577}}". However, this distinction is less straightforward for social processes that do not have an end. Such processes are ongoing and outcomes cannot be separated as clearly. * '''Ideal versus reality :''' Concepts do not have goals in themselves, but the reality they represent can have goals. To distinguish goals from the process to reach it, we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes. * '''Phenomenon versus theory :''' Wikidata current items are not really suited to model "meta-research" statements. For example, modelling the idea tha the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Similarly, it can be difficult to model the chronological evolution of the definition of an idea (although it could be technically possible). It is hard to represent in Wikidata affirmations related to missing knowlege, propositions of untested hypothesis, critique of existing research or research agenda recommandations * '''Origin of discourses versus origin of practices :''' To distinguish the causes of the concepts/discourses and the causes of the phenomenon itself, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movements promoting it. Other challenges * Wikidata does not seem to be the best tool to model quantitative statements, for example, the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Including energy data in Wikidata require using or creating specific properties (e.g. {{Wikidata entity link|P6826}}) * When concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, or {{Wikidata entity link|Q12888920}} as "choice" can refer to the availability of different options, or the decision process to chose among them. Advantages : * Link toward unique identifiers for concepts, but also laws (e.g. {{Wikidata entity link|Q139764294}}) == Data visualisation == === Filter statements === * Visualize only statements using a specitic source. Example : https://w.wiki/PFqH * Visualize only items which are part to the present project (require that all items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Mapping a concept === Scholia request "topic in context" === Mapping sources consensus === Visualise graphs and use the number of references to determine edge thickness/weight. == Writing == To cite articles we used the [[Template:Cite Q|Cite Q template.]] Each reference is an item in Wikidata and the template retrieve the necessary data to generate the citation references below. == Future research == The analysis of knowledge graph could in theory allow to make logical deduction to generate new data<ref name=":9" />. Reflect on the future of scholarly communication : https://hal.science/hal-03277615/file/OPERAS_Future_of_Scholarly_Communication_06.2021.pdf == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 61yd3jynfhq5akcemonnkvvc5x6m2pt 2814551 2814541 2026-06-08T12:41:22Z Jeanne Noiraud 1366702 /* Modelling concepts */ 2814551 wikitext text/x-wiki == Contributors == {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling |- |Amélie Pereira | | |Meta-data enrichement |- | | | | |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == === Definition of living review === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1"/><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. [[wikidata:Q33002955|Knowledge graphs]], a structured representation of knowledge in the form of a graph, linked together by relationships that encode explicit meanings between these entities, are very suitable for conducting living systematic reviews<ref name=":2" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref>{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref><ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but "not yet ready for use"<ref>{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. The living review method relevant for just transition because it includes topic such as energy democracy which necessitate transdisciplinarity and consolidation of fragmented literature<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. === Definitions of just transition : === * «a fair and equitable process of moving towards a post-carbon society’. »<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. === Definition of Procedural justice === Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref>. Procedural justice can include issues of community and citizen participation in decision making, their political representation their consultation or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For example, the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />. == Methodology == === Wikidata and the semantic web ===<!-- Add introduction to what wikidata is and how the triplet works in a pedagogical manner Example of good description here : https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k#fig1 --> "A knowledge graph is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> == Building a corpus and enriching bibliographic metadata == === Database search === We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article screening === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies, initiatives, cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors or included justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper === Importing selected articles into Wikidata === To import the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in the database. Next we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through meta-data enrichement ===<!-- Add : What is meta-data enrichement --> Existing review try to classify existing articles according to various criteria such as industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt).<ref name=":5" /> We selected the most relevant properties in Wikidata to reflect these classifications : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe its geographical focus. ==== Main subjects ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |} <!-- include all below items using the wikidata link template --> Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Study types ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved these method items using the methodological references cited in the reviewed papers. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |[...] |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |[...] |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}Then, we added the {{Wikidata entity link|P8363}} of each articles based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Research site ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Results ==== The table listing all the papers in the sample can be visualized [https://tabernacle.toolforge.org/?#/tab/manual/Q137211155%0A%0A%0A%0A%0A%0A%0AQ114306483%0A%0A%0A%0A%0AQ137901181%0A%0A%0A%0AQ137901182%0A%0A%0A%0A%0A%0A%0A%0AQ137901183%0A%0A%0AQ114306476%0A%0A%0A%0A%0AQ137901184%0A%0A%0A%0A%0AQ137901185%0A%0A%0A%0A%0A%0AQ137901186%0A%0A%0A%0A%0A%0A%0AQ137901187%0A%0A%0A%0A%0A%0A%0AQ137901188%0A%0A%0A%0A%0AQ137210566%0A%0A%0A%0A%0AQ114306511%0A%0A%0A%0A%0A%0AQ137901191%0A%0A%0A%0A%0AQ137901192%0A%0A%0A%0A%0AQ137901193%0A%0A%0A%0A%0AQ135979013%0A%0A%0A%0A%0A%0A%0A%0AQ137901195%0A%0A%0A%0A%0A%0AQ137901196%0A%0A%0A%0A%0A%0A%0AQ137901197%0A%0A%0A%0A%0AQ136447761%0A%0A%0A%0AQ137901199%0A%0A%0A%0A%0A%0A%0AQ129652515%0A%0A%0A%0A%0A%0A%0AQ137901201%0A%0A%0A%0A%0A%0AQ137901202%0A%0A%0A%0A%0AQ137901203%0A%0A%0A%0AQ137901204%0A%0A%0A%0A%0A%0A%0A%0AQ137901205%0A%0A%0A%0A%0AQ137901206%0A%0A%0A%0A%0A%0A%0A%0A%0AQ137901207%0A%0A%0A%0A%0AQ129203992%0A%0A%0A%0A%0A%0A%0AQ114197507%0A%0A%0A%0AQ137901161%0A%0A%0A%0A%0A%0A%0A%0AQ137901209%0A%0A%0A%0A%0A%0AQ137901210%0A%0A%0A%0A%0A%0AQ137901211%0A%0A%0A%0A%0AQ11420462%0A%0AQ137901213%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0AQ104887325%0A%0A%0A%0A%0A%0AQ137901162%0A%0A%0AQ137901163%0A%0A%0A%0A%0AQ137901164%0A%0A%0A%0A%0A%0AQ137901215%0A%0A%0A%0A%0AQ137901216%0A%0A%0A%0A%0A%0A%0A%0A%0AQ137901217%0A%0A%0A%0A%0AQ115448818%0A%0A%0A%0A%0AQ137901218%0A%0A%0A%0AQ137901219%0A%0A%0A%0A%0AQ137901220%0A%0A%0A%0A%0A%0AQ137901221%0A%0A%0A%0A%0A%0AQ137901222%0A%0A%0A%0A%0AQ137901223%0A%0A%0AQ137901224%0A%0A%0A%0AQ137901225%0A%0A%0A%0A%0A%0A%0AQ137901226%0A%0A%0A%0AQ137901227%0A%0A%0AQ137901182/Len%3BP921%3BP6153%3BP8363%3BP50 here] (be careful if you are logged into Wikidata as the table is editable). == Modelling knowledge == Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. In the present study, we explored how concept map can be used to model the knowledge present in the paper we selected. [define knowledge modelling] ==== Wikidata ontology ==== Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref> It also supports epistemic pluralism : different worldviews can be represented in wikidata, even though scientific knowledge is preferred.<ref name=":8" /> See more on membership properties : https://www.wikidata.org/wiki/Help:Basic_membership_properties See the discussion on cause modelling : https://www.wikidata.org/wiki/Help:Modeling_causes/en ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to represent concepts and theories in wikidata. Capturing the content of a concept is not straightforward and there are various approaches coming from psychology and philosophy on the matter<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref> we summarize these approaches below and examine which wikidata properties exist to represent them. * Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... * Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}}. * Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}. * Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what all its properties will be. * Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|547x547px|Structure of a thematic network (Source: Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. * ==== Causal networks ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. Wikidata includes several properties to describe causal relationships: * {{Wikidata entity link|P828}} * {{Wikidata entity link|P1542}} * {{Wikidata entity link|P1537}} * {{Wikidata entity link|P1479}} : it is difficult to identify single causes for social phenomenons, many factors having an effect on the subject item will likely be contributing factors == Testing concept modelling on {{Wikidata entity link|Q14944319}} == We started by experimenting the modelling of concept by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : * {{Wikidata entity link|Q137901202}} * {{Wikidata entity link|Q137901196}} * {{Wikidata entity link|Q137901182}} * {{Wikidata entity link|Q136447761}} * {{Wikidata entity link|Q129652515}} * {{Wikidata entity link|Q114306483}} We read each paper and used them as source to enter statements in the item {{Wikidata entity link|Q14944319}}. For example, "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as source. The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. Ontology challenges: *{{Wikidata entity link|P31}}: concepts may have a dual nature because they designate at the same time an idea and the entity that this idea represent. Energy democracy is a concept, an ideal, a process and an outcome. *'''Process versus outcome :''' For material processes, the distinction between process and outcome is rather simple. For example, in Wikidata, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork), and this distinction is based on the criterion "{{Wikidata entity link|Q127270577}}". However, this distinction is less straightforward for social processes that do not have an end. Such processes are ongoing and outcomes cannot be separated as clearly. * '''Ideal versus reality :''' Concepts do not have goals in themselves, but the reality they represent can have goals. To distinguish goals from the process to reach it, we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes. * '''Phenomenon versus theory :''' Wikidata current items are not really suited to model "meta-research" statements. For example, modelling the idea tha the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Similarly, it can be difficult to model the chronological evolution of the definition of an idea (although it could be technically possible). It is hard to represent in Wikidata affirmations related to missing knowlege, propositions of untested hypothesis, critique of existing research or research agenda recommandations * '''Origin of discourses versus origin of practices :''' To distinguish the causes of the concepts/discourses and the causes of the phenomenon itself, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movements promoting it. Other challenges * Wikidata does not seem to be the best tool to model quantitative statements, for example, the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Including energy data in Wikidata require using or creating specific properties (e.g. {{Wikidata entity link|P6826}}) * When concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, or {{Wikidata entity link|Q12888920}} as "choice" can refer to the availability of different options, or the decision process to chose among them. Advantages : * Link toward unique identifiers for concepts, but also laws (e.g. {{Wikidata entity link|Q139764294}}) == Interactions with the Wikidata community == * Some Wikidata contributors added labels for {{Wikidata entity link|Q14944319}} in other languages such as Armenian or Slovenian. == Data visualisation == === Filter statements === * Visualize only statements using a specitic source. Example : https://w.wiki/PFqH * Visualize only items which are part to the present project (require that all items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Mapping a concept === Scholia request "topic in context" === Mapping sources consensus === Visualise graphs and use the number of references to determine edge thickness/weight. == Writing == To cite articles we used the [[Template:Cite Q|Cite Q template.]] Each reference is an item in Wikidata and the template retrieve the necessary data to generate the citation references below. == Future research == The analysis of knowledge graph could in theory allow to make logical deduction to generate new data<ref name=":9" />. Reflect on the future of scholarly communication : https://hal.science/hal-03277615/file/OPERAS_Future_of_Scholarly_Communication_06.2021.pdf == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} rul0hgluqg87ory1k2l6qw277hxc8lm 2814557 2814551 2026-06-08T13:10:18Z Jeanne Noiraud 1366702 /* Testing concept modelling on energy democracy (Q14944319) */ 2814557 wikitext text/x-wiki == Contributors == {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling |- |Amélie Pereira | | |Meta-data enrichement |- | | | | |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == === Definition of living review === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1"/><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. [[wikidata:Q33002955|Knowledge graphs]], a structured representation of knowledge in the form of a graph, linked together by relationships that encode explicit meanings between these entities, are very suitable for conducting living systematic reviews<ref name=":2" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref>{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref><ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but "not yet ready for use"<ref>{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. The living review method relevant for just transition because it includes topic such as energy democracy which necessitate transdisciplinarity and consolidation of fragmented literature<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. === Definitions of just transition : === * «a fair and equitable process of moving towards a post-carbon society’. »<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. === Definition of Procedural justice === Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref>. Procedural justice can include issues of community and citizen participation in decision making, their political representation their consultation or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For example, the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />. == Methodology == === Wikidata and the semantic web ===<!-- Add introduction to what wikidata is and how the triplet works in a pedagogical manner Example of good description here : https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k#fig1 --> "A knowledge graph is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> == Building a corpus and enriching bibliographic metadata == === Database search === We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article screening === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies, initiatives, cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors or included justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper === Importing selected articles into Wikidata === To import the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in the database. Next we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through meta-data enrichement ===<!-- Add : What is meta-data enrichement --> Existing review try to classify existing articles according to various criteria such as industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt).<ref name=":5" /> We selected the most relevant properties in Wikidata to reflect these classifications : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe its geographical focus. ==== Main subjects ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |} <!-- include all below items using the wikidata link template --> Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Study types ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved these method items using the methodological references cited in the reviewed papers. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |[...] |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |[...] |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}Then, we added the {{Wikidata entity link|P8363}} of each articles based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Research site ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Results ==== The table listing all the papers in the sample can be visualized [https://tabernacle.toolforge.org/?#/tab/manual/Q137211155%0A%0A%0A%0A%0A%0A%0AQ114306483%0A%0A%0A%0A%0AQ137901181%0A%0A%0A%0AQ137901182%0A%0A%0A%0A%0A%0A%0A%0AQ137901183%0A%0A%0AQ114306476%0A%0A%0A%0A%0AQ137901184%0A%0A%0A%0A%0AQ137901185%0A%0A%0A%0A%0A%0AQ137901186%0A%0A%0A%0A%0A%0A%0AQ137901187%0A%0A%0A%0A%0A%0A%0AQ137901188%0A%0A%0A%0A%0AQ137210566%0A%0A%0A%0A%0AQ114306511%0A%0A%0A%0A%0A%0AQ137901191%0A%0A%0A%0A%0AQ137901192%0A%0A%0A%0A%0AQ137901193%0A%0A%0A%0A%0AQ135979013%0A%0A%0A%0A%0A%0A%0A%0AQ137901195%0A%0A%0A%0A%0A%0AQ137901196%0A%0A%0A%0A%0A%0A%0AQ137901197%0A%0A%0A%0A%0AQ136447761%0A%0A%0A%0AQ137901199%0A%0A%0A%0A%0A%0A%0AQ129652515%0A%0A%0A%0A%0A%0A%0AQ137901201%0A%0A%0A%0A%0A%0AQ137901202%0A%0A%0A%0A%0AQ137901203%0A%0A%0A%0AQ137901204%0A%0A%0A%0A%0A%0A%0A%0AQ137901205%0A%0A%0A%0A%0AQ137901206%0A%0A%0A%0A%0A%0A%0A%0A%0AQ137901207%0A%0A%0A%0A%0AQ129203992%0A%0A%0A%0A%0A%0A%0AQ114197507%0A%0A%0A%0AQ137901161%0A%0A%0A%0A%0A%0A%0A%0AQ137901209%0A%0A%0A%0A%0A%0AQ137901210%0A%0A%0A%0A%0A%0AQ137901211%0A%0A%0A%0A%0AQ11420462%0A%0AQ137901213%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0A%0AQ104887325%0A%0A%0A%0A%0A%0AQ137901162%0A%0A%0AQ137901163%0A%0A%0A%0A%0AQ137901164%0A%0A%0A%0A%0A%0AQ137901215%0A%0A%0A%0A%0AQ137901216%0A%0A%0A%0A%0A%0A%0A%0A%0AQ137901217%0A%0A%0A%0A%0AQ115448818%0A%0A%0A%0A%0AQ137901218%0A%0A%0A%0AQ137901219%0A%0A%0A%0A%0AQ137901220%0A%0A%0A%0A%0A%0AQ137901221%0A%0A%0A%0A%0A%0AQ137901222%0A%0A%0A%0A%0AQ137901223%0A%0A%0AQ137901224%0A%0A%0A%0AQ137901225%0A%0A%0A%0A%0A%0A%0AQ137901226%0A%0A%0A%0AQ137901227%0A%0A%0AQ137901182/Len%3BP921%3BP6153%3BP8363%3BP50 here] (be careful if you are logged into Wikidata as the table is editable). == Modelling knowledge == Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. In the present study, we explored how concept map can be used to model the knowledge present in the paper we selected. [define knowledge modelling] ==== Wikidata ontology ==== Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref> It also supports epistemic pluralism : different worldviews can be represented in wikidata, even though scientific knowledge is preferred.<ref name=":8" /> See more on membership properties : https://www.wikidata.org/wiki/Help:Basic_membership_properties See the discussion on cause modelling : https://www.wikidata.org/wiki/Help:Modeling_causes/en ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to represent concepts and theories in wikidata. Capturing the content of a concept is not straightforward and there are various approaches coming from psychology and philosophy on the matter<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref> we summarize these approaches below and examine which wikidata properties exist to represent them. * Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... * Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}}. * Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}. * Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what all its properties will be. * Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|547x547px|Structure of a thematic network (Source: Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. * ==== Causal networks ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. Wikidata includes several properties to describe causal relationships: * {{Wikidata entity link|P828}} * {{Wikidata entity link|P1542}} * {{Wikidata entity link|P1537}} * {{Wikidata entity link|P1479}} : it is difficult to identify single causes for social phenomenons, many factors having an effect on the subject item will likely be contributing factors == Testing concept modelling on {{Wikidata entity link|Q14944319}} == We started by experimenting the modelling of concept by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : * {{Wikidata entity link|Q137901202}} * {{Wikidata entity link|Q137901196}} * {{Wikidata entity link|Q137901182}} * {{Wikidata entity link|Q136447761}} * {{Wikidata entity link|Q129652515}} * {{Wikidata entity link|Q114306483}} We read each paper and used them as source to enter statements in the item {{Wikidata entity link|Q14944319}}. For example, "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as source. The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. Ontology challenges: *{{Wikidata entity link|P31}}: concepts may have a dual nature because they designate at the same time an idea and the entity that this idea represent. Energy democracy is a concept, an ideal, a process and an outcome. *'''Process versus outcome :''' For material processes, the distinction between process and outcome is rather simple. For example, in Wikidata, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork), and this distinction is based on the criterion "{{Wikidata entity link|Q127270577}}". However, this distinction is less straightforward for social processes that do not have an end. Such processes are ongoing and outcomes cannot be separated as clearly. * '''Ideal versus reality :''' Concepts do not have goals in themselves, but the reality they represent can have goals. To distinguish goals from the process to reach it, we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes. * '''Phenomenon versus theory :''' Wikidata current items are not really suited to model "meta-research" statements. For example, modelling the idea tha the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Similarly, it can be difficult to model the chronological evolution of the definition of an idea (although it could be technically possible). It is hard to represent in Wikidata affirmations related to missing knowlege, propositions of untested hypothesis, critique of existing research or research agenda recommandations * '''Origin of discourses versus origin of practices :''' To distinguish the causes of the concepts/discourses and the causes of the phenomenon itself, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movements promoting it. Some of the statements we added may seem contradictory. However, Wikidata supports "because statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. The {{Wikidata entity link|Q14944319}} concept could be split into more precise concepts to distinguish the social movement advocating for it, the political concept theorizing it and the concrete initiatives implementing it. However, the current sources do not make this distinction for now. Other challenges * Wikidata does not seem to be the best tool to model quantitative statements, for example, the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Including energy data in Wikidata require using or creating specific properties (e.g. {{Wikidata entity link|P6826}}) * When concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, or {{Wikidata entity link|Q12888920}} as "choice" can refer to the availability of different options, or the decision process to chose among them. Advantages : * Link toward unique identifiers for concepts, but also laws (e.g. {{Wikidata entity link|Q139764294}}) == Interactions with the Wikidata community == * Some Wikidata contributors added labels for {{Wikidata entity link|Q14944319}} in other languages such as Armenian or Slovenian. == Data visualisation == === Filter statements === * Visualize only statements using a specitic source. Example : https://w.wiki/PFqH * Visualize only items which are part to the present project (require that all items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Mapping a concept === Scholia request "topic in context" === Mapping sources consensus === Visualise graphs and use the number of references to determine edge thickness/weight. == Writing == To cite articles we used the [[Template:Cite Q|Cite Q template.]] Each reference is an item in Wikidata and the template retrieve the necessary data to generate the citation references below. == Future research == The analysis of knowledge graph could in theory allow to make logical deduction to generate new data<ref name=":9" />. Reflect on the future of scholarly communication : https://hal.science/hal-03277615/file/OPERAS_Future_of_Scholarly_Communication_06.2021.pdf == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} tjdzb643k29jz6ktxv5g8dwu2vn2ncu 0 326703 2814660 2811218 2026-06-08T16:44:17Z Atcovi 276019 2814660 wikitext text/x-wiki __NOTOC__ [[File:ChatGPT-Logo.svg|thumb|Was ChatGPT's essay on Kohlberg's theory of moral development accurate? Should we use AI in our own workfields? ]] ''The following human-created article '''assesses''' an AI-generated essay, and this page, therefore, does not contain AI-generated content. The ChatGPT-generated article is linked [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing/ChatGPT essay|here]].'' Aaqib F. Azeez, January 2026 '''Abstract:''' The usage of artificial intelligence has raised significant questions regarding its accuracy and reliability. This paper assesses an essay created by ChatGPT (Model 5.2) on Lawrence Kohlberg's Cognitive-Developmental Theory regarding moral development and modern viewpoints on the theory. The AI-generated essay demonstrated several strengths, including accurately describing Kohlberg's stages and using authentic and academically-appropriate sources. Despite the positives, the essay also had significant drawbacks, including a lack of citations for strong claims. The findings in the paper point to several positive contributions AI can have in academic and professional tasks, but this should be treated with caution and preferably overseen by competent professionals. ''Keywords:'' artificial intelligence, ChatGPT, academia, workforce, Lawrence Kohlberg's stages of moral development, citation accuracy{{Italic title}} {{Tertiary education}} {{psychology}} {{paper}} {{complete}} == Introduction == The usage of AI has caused a lot of chaos in the academic world. One of the issues with the usage of AI is the accuracy of its work. Although AI is convenient for brainstorming ideas or providing a framework to work and improve on, using AI for a finished product is counterintuitive, since AI can hallucinate details to please the user. The purpose of this paper is to assess the accuracy of AI by evaluating an essay made by the [[w:ChatGPT|ChatGPT]] model 5.2 on [[w:Lawrence_Kohlberg's_stages_of_moral_development|Lawrence Kohlberg’s Cognitive-Developmental Theory]]. == Critical analysis == The essay created by ChatGPT hosts a variety of positives. Firstly, the in-text citations correctly correspond to the references listed at the bottom of the page. For example, “Killen & Dahl, 2021” correctly corresponds to the reference “Killen, M., & Dahl, A. (2021)” listed under “References”. Secondly, all the publications ChatGPT used were published later than 2018, according to the instructions given to the AI model. Thirdly, the in-text citations were accurate to the sources. For example, the paper cites Mammen & Paulus (2023) to support the assertion that moral reasoning should be examined under natural conversations with other people, and not just a structured interview<ref name=":0">{{Cite journal|last=Mammen|first=Maria|last2=Paulus|first2=Markus|date=2023-04-01|title=The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions|url=https://www.sciencedirect.com/science/article/pii/S0885201423000412|journal=Cognitive Development|volume=66|pages=101336|doi=10.1016/j.cogdev.2023.101336|issn=0885-2014}}</ref>. Mammen & Paulus (2023) support the AI’s statements since the original paper notes that interviews can only study the final product of decision-making, therefore missing perceptions on the process of decision-making<ref name=":0" />. Mammen & Paulus (2023) upheld the importance of moral development and its origin “rooted in human communication.”<ref name=":0" /> The essay provided by the AI is also accurate, correctly identifying each stage of Kohlberg’s Cognitive-Developmental Theory. The essay mentions that the preconventional level is characterized by moral judgment that focuses on “punishment avoidance or personal benefit”, the conventional level is a witness to the beginning of “social approval, rules, and [the maintenance of] social order” influencing morality, and the postconventional stage being the final level where morality ascends to the “broader principles such as justice, rights, and fairness that may sometimes conflict with authority”. Santrock (2025) describes Kohlberg’s first level in a similar way, painting the preconventional stage as being “strongly influenced by external punishment and reward”, describing the conventional reasoning stage as the site of “understand[ing] the importance of following the laws of society”, and reports the postconventional reasoning stage as the “highest” level, where norms are being pitted against “moral concerns such as liberty, justice, and equality, with the idea that morality can improve the laws” (p. 228)<ref>Santrock, J. W. (2025). ''Adolescence'' (19th ed.). McGraw Hill Higher Education</ref>. Lastly, the AI-generated essay stays on topic and doesn’t deviate from the main subject and provides the readers with up-to-date information on the subject. The essay discusses the basics of Kohlberg’s cognitive-developmental theory (including the 3 stages) and includes modern developments of Kohlberg’s theories, including the integration of individual differences, culture, social contexts, and emotions. Although the essay is largely accurate and useful, it is marred by a few shortcomings. The AI-generated essay makes the claim that a “common critique” of Kohlberg’s theory is that Kohlberg’s description of “advanced reasoning” is not always practical in “real-world moral decisions, especially under stress or social pressure.” Since the essay claims that this is a “common critique”, a citation to back this up should be provided. Another instance of this is where ChatGPT claims that the stage theories have received criticism for “assumptions about universality and the primacy of justice-based reasoning.” The same issue is repeated here, where there are no citations or sources provided to justify this claim. The lack of sources for broad claims that the AI has made does not decimate the credibility of the essay but hampers the ability to verify and fact-check certain statements that hold modern weight. == Usage of AI in the real world == The addition of AI in professional settings can compensate for deficiencies in the speed at which humans collect information. Notable positive traits of AI include its speedy collection and examination of data, the ability to improve with minimal human aid after training, and the ability to carry out crucial decision-making processes based on analytical reasoning<ref name=":1">{{Cite journal|last=Jarrahi|first=Mohammad Hossein|date=2018-07-01|title=Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making|url=https://www.sciencedirect.com/science/article/pii/S0007681318300387|journal=Business Horizons|volume=61|issue=4|pages=577–586|doi=10.1016/j.bushor.2018.03.007|issn=0007-6813}}</ref>. A 2021 Deloitte and MedTech Europe report projected that AI could potentially save 380,000-403,000 lives per year in European healthcare<ref>Dantas, C., Mackiewicz, K., Tageo, V., Jacucci, G., Guardado, D., Ortet, S., Varlamis, I., Maniadakis, M., De Lera, E., Quintas, J., Kocsis, O., & Vassiliou, C. (2021). Benefits and hurdles of AI in the workplace – what comes next? ''International Journal of Artificial Intelligence and Expert Systems, 10'', 9-17. <nowiki>https://www.researchgate.net/publication/351993615_Benefits_and_Hurdles_of_AI_In_The_Workplace_-What_Comes_Next</nowiki></ref>. Even from the AI-generated essay, AI can not only provide a well-written description of an entity but also include accurate citations that correspond with the text. The combination of AI’s analytical pace and the human’s heightened judgement and integration of “[[w:Abstract_thinking|abstract thinking]]” and “intuitive approach” could bolster each other’s performance in certain tasks, as observed in a 2016 study reported by Jarrahi (2018) that saw an 85% reduction in error in cancer detection when AI and pathologists both collaborated on the task<ref name=":1" />. With AI’s ability to process and analyze information efficiently and quickly, it can prove to be a handy tool that can bolster human production. Despite AI’s efficient processing of information, AI has been notorious for hallucinating information, as was observed in a 2023 incident where a group of lawyers from [https://www.lawinfo.com/lawfirm/new-york/new-york/levidow-levidow-and-oberman-pc/6d64c18e-3681-4881-a187-1a3628604b27.html Levidow, Levidow & Oberman, P.C.] were caught publishing fabricated court decisions marred with “fake quotes and citations created by the artificial intelligence tool ChatGPT”<ref name=":2">{{Cite web|url=https://apnews.com/article/artificial-intelligence-chatgpt-fake-case-lawyers-d6ae9fa79d0542db9e1455397aef381c|title=Lawyers submitted bogus case law created by ChatGPT. A judge fined them $5,000|date=2023-06-22|website=AP News|language=en|access-date=2026-01-02}}</ref>. Other issues include a lack of security for confidential data, a lack of accountability for when harm may be produced by AI, and the increased likelihood of “engaging in unethical behavior” when using AI<ref>{{Cite journal|last=Trincado-Munoz|first=Francisco J.|last2=Cordasco|first2=Carlo|last3=Vorley|first3=Tim|date=2025-04-26|title=The dark side of AI in professional services|url=https://doi.org/10.1080/02642069.2024.2336208|journal=The Service Industries Journal|volume=45|issue=5-6|pages=455–474|doi=10.1080/02642069.2024.2336208|issn=0264-2069}}</ref>. Although the AI-generated essay was largely positive and the citations were accurate, there were certain claims that were not backed up by a source. As mentioned earlier, the essay claimed that Kohlberg’s theories were criticized for their lack of practicality in real-world scenarios yet provided no citation to back this claim. It is worthwhile that when engaging with AI, it can be used for “assistance”, but oversight of such work should be done to “ensure [its] accuracy”<ref name=":2" />. == Conclusion == The AI-generated essay was, for the most part, exceptional. The essay stayed on topic, provided accurate developments to theory with respect to the modern era, and contained accurate citations and references, but failed to back up a couple of strong claims. AI has shown itself to be quick in collecting and processing information, but supervision over its work should be done to ensure accuracy. AI should be introduced into professional settings as it clearly is a useful tool, but the notion of AI technology ‘replacing’ humans in the workforce is unfounded and would lead to more harm than commendable. == See also == * [https://zenodo.org/records/18495403 Azeez, A. (2026). ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing. Zenodo. https://doi.org/10.5281/zenodo.18135581]- APA-compliant paper * [https://www.academia.edu/145733465/ChatGPTs_Essay_on_Kohlbergs_Theory_AIs_Use_in_Academic_Writing Academia link] * [https://www.theihs.org/blog/best-practices-for-using-ai-in-academic-research/?gad_source=1&gad_campaignid=22511278759&gbraid=0AAAAADkVWeGyeqRyzexNn7a9sGkUIKevh&gclid=Cj0KCQiA9t3KBhCQARIsAJOcR7zTf2F5CkrUJZAHLM-myxLhFkzx4dWRpNpQE2UIB4u1werlmLZMAAMaAlybEALw_wcB Best Practices for Using AI in Academic Research - Institute for Humane Studies] == References == {{reflist}} [[Category:ChatGPT]] [[Category:Developmental psychology]] [[Category:Atcovi/PSYC322 Essays]] 3wqkmyou7izqsmzz4ugywtsf7y0vxkk 2814663 2814660 2026-06-08T16:46:10Z Atcovi 276019 project box(es) 2814663 wikitext text/x-wiki __NOTOC__ [[File:ChatGPT-Logo.svg|thumb|Was ChatGPT's essay on Kohlberg's theory of moral development accurate? Should we use AI in our own workfields? ]] ''The following human-created article '''assesses''' an AI-generated essay, and this page, therefore, does not contain AI-generated content. The ChatGPT-generated article is linked [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing/ChatGPT essay|here]].'' Aaqib F. Azeez, January 2026 '''Abstract:''' The usage of artificial intelligence has raised significant questions regarding its accuracy and reliability. This paper assesses an essay created by ChatGPT (Model 5.2) on Lawrence Kohlberg's Cognitive-Developmental Theory regarding moral development and modern viewpoints on the theory. The AI-generated essay demonstrated several strengths, including accurately describing Kohlberg's stages and using authentic and academically-appropriate sources. Despite the positives, the essay also had significant drawbacks, including a lack of citations for strong claims. The findings in the paper point to several positive contributions AI can have in academic and professional tasks, but this should be treated with caution and preferably overseen by competent professionals. ''Keywords:'' artificial intelligence, ChatGPT, academia, workforce, Lawrence Kohlberg's stages of moral development, citation accuracy{{Italic title}} {{Tertiary education}} {{psychology}} {{assignment}} {{paper}} {{complete}} == Introduction == The usage of AI has caused a lot of chaos in the academic world. One of the issues with the usage of AI is the accuracy of its work. Although AI is convenient for brainstorming ideas or providing a framework to work and improve on, using AI for a finished product is counterintuitive, since AI can hallucinate details to please the user. The purpose of this paper is to assess the accuracy of AI by evaluating an essay made by the [[w:ChatGPT|ChatGPT]] model 5.2 on [[w:Lawrence_Kohlberg's_stages_of_moral_development|Lawrence Kohlberg’s Cognitive-Developmental Theory]]. == Critical analysis == The essay created by ChatGPT hosts a variety of positives. Firstly, the in-text citations correctly correspond to the references listed at the bottom of the page. For example, “Killen & Dahl, 2021” correctly corresponds to the reference “Killen, M., & Dahl, A. (2021)” listed under “References”. Secondly, all the publications ChatGPT used were published later than 2018, according to the instructions given to the AI model. Thirdly, the in-text citations were accurate to the sources. For example, the paper cites Mammen & Paulus (2023) to support the assertion that moral reasoning should be examined under natural conversations with other people, and not just a structured interview<ref name=":0">{{Cite journal|last=Mammen|first=Maria|last2=Paulus|first2=Markus|date=2023-04-01|title=The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions|url=https://www.sciencedirect.com/science/article/pii/S0885201423000412|journal=Cognitive Development|volume=66|pages=101336|doi=10.1016/j.cogdev.2023.101336|issn=0885-2014}}</ref>. Mammen & Paulus (2023) support the AI’s statements since the original paper notes that interviews can only study the final product of decision-making, therefore missing perceptions on the process of decision-making<ref name=":0" />. Mammen & Paulus (2023) upheld the importance of moral development and its origin “rooted in human communication.”<ref name=":0" /> The essay provided by the AI is also accurate, correctly identifying each stage of Kohlberg’s Cognitive-Developmental Theory. The essay mentions that the preconventional level is characterized by moral judgment that focuses on “punishment avoidance or personal benefit”, the conventional level is a witness to the beginning of “social approval, rules, and [the maintenance of] social order” influencing morality, and the postconventional stage being the final level where morality ascends to the “broader principles such as justice, rights, and fairness that may sometimes conflict with authority”. Santrock (2025) describes Kohlberg’s first level in a similar way, painting the preconventional stage as being “strongly influenced by external punishment and reward”, describing the conventional reasoning stage as the site of “understand[ing] the importance of following the laws of society”, and reports the postconventional reasoning stage as the “highest” level, where norms are being pitted against “moral concerns such as liberty, justice, and equality, with the idea that morality can improve the laws” (p. 228)<ref>Santrock, J. W. (2025). ''Adolescence'' (19th ed.). McGraw Hill Higher Education</ref>. Lastly, the AI-generated essay stays on topic and doesn’t deviate from the main subject and provides the readers with up-to-date information on the subject. The essay discusses the basics of Kohlberg’s cognitive-developmental theory (including the 3 stages) and includes modern developments of Kohlberg’s theories, including the integration of individual differences, culture, social contexts, and emotions. Although the essay is largely accurate and useful, it is marred by a few shortcomings. The AI-generated essay makes the claim that a “common critique” of Kohlberg’s theory is that Kohlberg’s description of “advanced reasoning” is not always practical in “real-world moral decisions, especially under stress or social pressure.” Since the essay claims that this is a “common critique”, a citation to back this up should be provided. Another instance of this is where ChatGPT claims that the stage theories have received criticism for “assumptions about universality and the primacy of justice-based reasoning.” The same issue is repeated here, where there are no citations or sources provided to justify this claim. The lack of sources for broad claims that the AI has made does not decimate the credibility of the essay but hampers the ability to verify and fact-check certain statements that hold modern weight. == Usage of AI in the real world == The addition of AI in professional settings can compensate for deficiencies in the speed at which humans collect information. Notable positive traits of AI include its speedy collection and examination of data, the ability to improve with minimal human aid after training, and the ability to carry out crucial decision-making processes based on analytical reasoning<ref name=":1">{{Cite journal|last=Jarrahi|first=Mohammad Hossein|date=2018-07-01|title=Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making|url=https://www.sciencedirect.com/science/article/pii/S0007681318300387|journal=Business Horizons|volume=61|issue=4|pages=577–586|doi=10.1016/j.bushor.2018.03.007|issn=0007-6813}}</ref>. A 2021 Deloitte and MedTech Europe report projected that AI could potentially save 380,000-403,000 lives per year in European healthcare<ref>Dantas, C., Mackiewicz, K., Tageo, V., Jacucci, G., Guardado, D., Ortet, S., Varlamis, I., Maniadakis, M., De Lera, E., Quintas, J., Kocsis, O., & Vassiliou, C. (2021). Benefits and hurdles of AI in the workplace – what comes next? ''International Journal of Artificial Intelligence and Expert Systems, 10'', 9-17. <nowiki>https://www.researchgate.net/publication/351993615_Benefits_and_Hurdles_of_AI_In_The_Workplace_-What_Comes_Next</nowiki></ref>. Even from the AI-generated essay, AI can not only provide a well-written description of an entity but also include accurate citations that correspond with the text. The combination of AI’s analytical pace and the human’s heightened judgement and integration of “[[w:Abstract_thinking|abstract thinking]]” and “intuitive approach” could bolster each other’s performance in certain tasks, as observed in a 2016 study reported by Jarrahi (2018) that saw an 85% reduction in error in cancer detection when AI and pathologists both collaborated on the task<ref name=":1" />. With AI’s ability to process and analyze information efficiently and quickly, it can prove to be a handy tool that can bolster human production. Despite AI’s efficient processing of information, AI has been notorious for hallucinating information, as was observed in a 2023 incident where a group of lawyers from [https://www.lawinfo.com/lawfirm/new-york/new-york/levidow-levidow-and-oberman-pc/6d64c18e-3681-4881-a187-1a3628604b27.html Levidow, Levidow & Oberman, P.C.] were caught publishing fabricated court decisions marred with “fake quotes and citations created by the artificial intelligence tool ChatGPT”<ref name=":2">{{Cite web|url=https://apnews.com/article/artificial-intelligence-chatgpt-fake-case-lawyers-d6ae9fa79d0542db9e1455397aef381c|title=Lawyers submitted bogus case law created by ChatGPT. A judge fined them $5,000|date=2023-06-22|website=AP News|language=en|access-date=2026-01-02}}</ref>. Other issues include a lack of security for confidential data, a lack of accountability for when harm may be produced by AI, and the increased likelihood of “engaging in unethical behavior” when using AI<ref>{{Cite journal|last=Trincado-Munoz|first=Francisco J.|last2=Cordasco|first2=Carlo|last3=Vorley|first3=Tim|date=2025-04-26|title=The dark side of AI in professional services|url=https://doi.org/10.1080/02642069.2024.2336208|journal=The Service Industries Journal|volume=45|issue=5-6|pages=455–474|doi=10.1080/02642069.2024.2336208|issn=0264-2069}}</ref>. Although the AI-generated essay was largely positive and the citations were accurate, there were certain claims that were not backed up by a source. As mentioned earlier, the essay claimed that Kohlberg’s theories were criticized for their lack of practicality in real-world scenarios yet provided no citation to back this claim. It is worthwhile that when engaging with AI, it can be used for “assistance”, but oversight of such work should be done to “ensure [its] accuracy”<ref name=":2" />. == Conclusion == The AI-generated essay was, for the most part, exceptional. The essay stayed on topic, provided accurate developments to theory with respect to the modern era, and contained accurate citations and references, but failed to back up a couple of strong claims. AI has shown itself to be quick in collecting and processing information, but supervision over its work should be done to ensure accuracy. AI should be introduced into professional settings as it clearly is a useful tool, but the notion of AI technology ‘replacing’ humans in the workforce is unfounded and would lead to more harm than commendable. == See also == * [https://zenodo.org/records/18495403 Azeez, A. (2026). ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing. Zenodo. https://doi.org/10.5281/zenodo.18135581]- APA-compliant paper * [https://www.academia.edu/145733465/ChatGPTs_Essay_on_Kohlbergs_Theory_AIs_Use_in_Academic_Writing Academia link] * [https://www.theihs.org/blog/best-practices-for-using-ai-in-academic-research/?gad_source=1&gad_campaignid=22511278759&gbraid=0AAAAADkVWeGyeqRyzexNn7a9sGkUIKevh&gclid=Cj0KCQiA9t3KBhCQARIsAJOcR7zTf2F5CkrUJZAHLM-myxLhFkzx4dWRpNpQE2UIB4u1werlmLZMAAMaAlybEALw_wcB Best Practices for Using AI in Academic Research - Institute for Humane Studies] == References == {{reflist}} [[Category:ChatGPT]] [[Category:Developmental psychology]] [[Category:Atcovi/PSYC322 Essays]] bvmrnwwhymqq450ooerulbkjbj9mnfx 2 326765 2814613 2813354 2026-06-08T15:14:50Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814613 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |{{radic|4}} |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |180° |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |{{radic|3.93~}} |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |164.5~° |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |{{radic|3.81~}} |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.19~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.𝚫}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.57~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.69~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.88~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.19~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.676~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.31~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.𝚫}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.𝚫}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.69~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |{{radic|0.81~}} |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |84.5~° |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |90° |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} i6w0vg2q78uc59dbqz5zctx1ixo5wvj 2814614 2814613 2026-06-08T15:15:45Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814614 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |{{radic|4}} |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |180° |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |{{radic|3.93~}} |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |164.5~° |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |{{radic|3.81~}} |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.19~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.618~}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.57~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.69~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.88~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.19~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.676~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.31~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.𝚫}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.𝚫}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.69~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |{{radic|0.81~}} |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |84.5~° |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |90° |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} m90hm20jw9w4lnvch1dyf4c9kthcw0r 2814615 2814614 2026-06-08T15:19:39Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814615 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |{{radic|4}} |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |180° |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |{{radic|3.93~}} |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |164.5~° |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |{{radic|3.81~}} |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.19~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.618~}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.57~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.69~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.88~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.19~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.31~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.𝚫}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.𝚫}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.69~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |{{radic|0.81~}} |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |84.5~° |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |90° |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} gpx3fgl5gc50qcmt3uhgn2x8b7803hn 2814616 2814615 2026-06-08T15:21:00Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814616 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |{{radic|4}} |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |180° |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |{{radic|3.93~}} |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |164.5~° |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |{{radic|3.81~}} |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.19~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.618~}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.57~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.69~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.88~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.19~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.31~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.𝚫}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.69~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |{{radic|0.81~}} |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |84.5~° |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |90° |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} opzc2le66g5wcke6vm0o3vyyyzy2gj2 2814617 2814616 2026-06-08T15:24:32Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814617 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |{{radic|4}} |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |180° |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |{{radic|3.93~}} |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |164.5~° |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |{{radic|3.81~}} |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.19~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.57~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.69~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.88~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.19~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.31~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.𝚫}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.69~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |{{radic|0.81~}} |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |84.5~° |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |90° |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} jl6hzp2hmlqtv3ialjmurmw3vdvo32o 2814618 2814617 2026-06-08T15:33:02Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814618 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |{{radic|4}} |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |180° |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |{{radic|3.93~}} |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |164.5~° |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |{{radic|3.81~}} |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} m7n6qqb312jwgrv6gsrcqrmiop3lpkx 2814619 2814618 2026-06-08T15:35:25Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814619 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |{{radic|3.93~}} |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |164.5~° |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |{{radic|3.81~}} |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} a6g1ny8dnhuwtoa6qulx0e5xdgrugav 2814620 2814619 2026-06-08T15:37:28Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814620 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |{{radic|3.81~}} |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} 9dhxtqb3xyydoi3v0jyzrxkjijfy9rr 2814621 2814620 2026-06-08T15:39:36Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814621 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |{{radic|3.𝚽}} |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |144° |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} ahbgog4r61xvhero5ablu5dgisuq2y8 2814622 2814621 2026-06-08T15:40:43Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814622 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.5}} |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} le014eu59hzbrku1yifk1lda2y8ergj 2814623 2814622 2026-06-08T15:41:36Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814623 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |{{radic|3.43~}} |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} ht3k1z8rge01p546l0koc4k0wnmsfl0 2814625 2814623 2026-06-08T15:43:12Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814625 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.31~}} |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} qwlb22nr2iaveydu74e2i71fynt2i8a 2814626 2814625 2026-06-08T15:45:04Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814626 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |{{radic|3.12~}} |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} kbc8mfzu55q2bkf34v3vtub2pbk646a 2814628 2814626 2026-06-08T15:46:12Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814628 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |{{radic|3}} |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |120° |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} aixeb3qhmv55asa6dbvbtx84vxa4rhf 2814630 2814628 2026-06-08T15:47:22Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814630 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.81~}} |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} spvfvo3szn0gpnwkmgotkufncuj8yz2 2814631 2814630 2026-06-08T15:48:47Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814631 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.69~}} |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} iw40ouc54z5qlg0um7wc0dbbepb70rf 2814640 2814631 2026-06-08T16:04:24Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814640 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |{{radic|2.𝚽}} |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} nifsgz31ycr2qpav7zzn9gck0czimtt 2814641 2814640 2026-06-08T16:05:33Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814641 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |{{radic|2.5}} |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} 35cqlevq8e98hkd30z77dbxiwczau0o 2814642 2814641 2026-06-08T16:06:12Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814642 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.31~}} |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} kuvgxu1mlt8giv6x5mnc7kmjfypeb10 2814643 2814642 2026-06-08T16:07:12Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814643 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |{{radic|2.19~}} |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} fxzepff23mvb4tf9vuneswnpzq418f8 2814644 2814643 2026-06-08T16:08:04Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814644 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |95.5~° |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |{{radic|2.191~}} |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |{{radic|2}} |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} m5zqoh1u6vos6tcyfjzn3o6f06d72gk 2814645 2814644 2026-06-08T16:09:06Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814645 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest, central section of radius <math>c_{15}</math> is a non-uniform 60-point [[w:Rhombicosidodecahedron|rhombicosidodecahedron.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |95.5~° |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |{{radic|2.191~}} |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |{{radic|2}} |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} bx9ytty0hxbn8vsyvvdspccqxm8gra9 2814647 2814645 2026-06-08T16:25:04Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814647 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest section of radius <math>c_{15}</math> is a central section bisecting the 120-cell[[w:Rhombicosidodecahedron|.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |95.5~° |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |{{radic|2.191~}} |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |{{radic|2}} |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} mf795lhet0owdf1154ujtd879hrao6h 2814648 2814647 2026-06-08T16:27:19Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814648 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest section of radius <math>c_{15}</math> is a central section bisecting the 120-cell[[w:Rhombicosidodecahedron|.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |95.5~° |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |{{radic|2.191~}} |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |{{radic|2}} |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} 0da7hpow4h372j9ee4sijfwli94z02f 2814711 2814648 2026-06-08T22:42:30Z Dc.samizdat 2856930 /* Complementary chord pairs */ 2814711 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest section of radius <math>c_{15}</math> is a central section bisecting the 120-cell[[w:Rhombicosidodecahedron|.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |95.5~° |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |{{radic|2.191~}} |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |{{radic|2}} |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 12-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to Clifford polygon sequences in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} 2t2ynye5cp2rxo8umu041y0e6g92dm7 2814712 2814711 2026-06-08T23:38:09Z Dc.samizdat 2856930 /* Conclusions */ 2814712 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest section of radius <math>c_{15}</math> is a central section bisecting the 120-cell[[w:Rhombicosidodecahedron|.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |95.5~° |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |{{radic|2.191~}} |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |{{radic|2}} |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} hiljql2pastbzpyymegml6rfvv96ix5 2814713 2814712 2026-06-08T23:39:52Z Dc.samizdat 2856930 /* Conclusions */ 2814713 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest section of radius <math>c_{15}</math> is a central section bisecting the 120-cell[[w:Rhombicosidodecahedron|.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |95.5~° |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |{{radic|2.191~}} |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |{{radic|2}} |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the isoclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} l6s9q8k9mzslvte22y0tpmomry5pp05 2814714 2814713 2026-06-08T23:40:30Z Dc.samizdat 2856930 /* Conclusions */ 2814714 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == Complementary chord pairs == The list of 30 chords can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct pair of congruent [[w:120-cell#Concentric_hulls|polyhedral sections of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of concentric polyhedra of increasing radii that nest like Russian dolls. The smallest polyhedral section of radius <math>c_1</math> is a dodecahedron cell, and the largest section of radius <math>c_{15}</math> is a central section bisecting the 120-cell[[w:Rhombicosidodecahedron|.]] At radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal dodecahedron cell at distance <math>c_{29}</math>. ... {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |180° |{{radic|4}} |{{radic|4}} | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |0 |0 |{{radic|4}} |2 |2 |- style="background: palegreen;" | |0 |0 |<small><math>0\times\zeta</math></small> |2 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° |{{radic|0.𝜀}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} |164.5~° |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |1.982~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |{{radic|3.927~}} |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |0.270~ |1 |<small><math>1\times\zeta</math></small> |1.982~ |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 |154.8~° |{{radic|3.81~}} | | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |{{radic|3.809~}} |1.952~ | |- style="background: gainsboro;" | |0.437~ |1.618~ |<small><math>\phi\times\zeta</math></small> |1.952~ |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |144° |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |0.618~ |<small><math>1 / \phi</math></small> |{{radic|3.618~}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.618~ |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |1.902~ |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |138.6~° |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |0.707~ |<small><math>\sqrt{2}/2</math></small> |{{radic|3.5}} |1.871~ | |- style="background: gainsboro;" | |0.707~ |2.618~ |<small><math>\phi^2\times\zeta</math></small> |1.871~ |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" | |135.5~° |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |{{radic|3.427~}} |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.757~ |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |1.851~ |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |130.9~° |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |0.831~ | |{{radic|3.309~}} |1.819~ | |- style="background: gainsboro;" | |0.831~ |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |1.819~ |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | |124° |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |0.939~ | |{{radic|3.118~}} |1.766~ | |- style="background: gainsboro;" | |0.939~ |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |1.766~ |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |120° |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |1 | |{{radic|3}} |1.732~ | |- style="background: palegreen;" | |1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |1.732~ |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |113.9~° |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |1.091~ | |{{radic|2.809~}} |1.676~ | |- style="background: gainsboro;" | |1.091~ |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |1.676~ |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |110.2~° |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |{{radic|2.691~}} |1.640~ | |- style="background: gainsboro;" | |1.144~ |4.236~ |<small><math>\phi^3\times\zeta</math></small> |1.640~ |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° |{{radic|1.618~}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |108° |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |{{radic|2.618~}} |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |1.176~ |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |1.618~ |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 |104.5~° |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |1.224~ | |{{radic|2.5}} |1.581~ | |- style="background: palegreen;" | |1.224~ |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |1.581~ |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |98.9~° |{{radic|2.31~}} | | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |{{radic|2.309~}} |1.520~ | |- style="background: gainsboro;" | |1.300~ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |1.520~ |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | |95.5~° |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |1.345~ | |{{radic|2.191~}} |1.480~ | |- style="background: gainsboro;" | |1.345~ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |1.480~ |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |90° |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |1.414~ | |{{radic|2}} |1.414~ | |- style="background: seashell;" | |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |1.414~ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} == The 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral geodesic orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. Because this is the isoclinic rotation of the 16-cell in invariant planes containing its edges, we shall refer to it as the ''characteristic rotation'' of the 16-cell, and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon which constructs <math>1/r_3</math>. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on both alternate-position 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint isoclines of the same chirality. Two [[w:Clifford_parallel|Clifford parallel]] octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular double helix which visits each vertex once. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 30° turns. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagonal rotations.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} skew Clifford polygons of <math>\sqrt{2}</math> great square edges in the 24-cell.]] We can rotate the 24-cell isoclinically in the characteristic rotation of the 16-cell, by 90° in two completely orthogonal invariant square central planes, with the same effect on all three 16-cells. In the course of a 720° isoclinic rotation in invariant square central planes each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. Three Clifford parallel octagon geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that visits each 24-cell vertex once. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} skew Clifford polygons of <math>\sqrt{3}</math> great hexagon diagonals in the 24-cell.]] We can also rotate the 24-cell isoclinically by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane. A complete hexagonal isoclinic revolution requires 720° like a complete square isoclinic revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The Clifford polygon of the hexagon rotation is a skew {12/5} dodecagram of <math>r_5</math> chords. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular double helix {24/10}=2{12/5} that visits each 24-cell vertex once. Fontaine and Hurley's rotation over the <math>r_5</math> star polygon which constructs <math>1/r_5</math> is the ''characteristic rotation of the 24-cell,'' the isoclinic rotation in invariant planes containing its edges. In the 24-cell an isoclinic rotation by 60° in any invariant hexagon central plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square in a different 16-cell. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° isoclinic rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. == The 600-cell == The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices between the 24-cell's existing 24 vertices, in effect adding twenty-four more 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. The skew {30}-gons have these chords: :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=1/\phi \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 12° turns. [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] [[File:Regular_star_polygon_30-7.svg|thumb|left|150px|{30/7} of <math>r_7</math> edges.]] We can rotate the 600-cell isoclinically in invariant planes containing 16-cell edges, by 90° in two completely orthogonal invariant square central planes, with the same effect on 15 disjoint 16-cells. In the course of a 720° isoclinic rotation each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it also intersects vertex positions of other 16-cells. Four Clifford parallel {30}-gon geodesic isoclines of circumference <math>6\pi</math> over <math>r_7</math> chords form a circular quadruple helix that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_7</math> chord is the rotation of the 600-cell by the rotation characteristic of the 16-cell'','' its isoclinic rotation in invariant planes containing 16-cell edges. [[File:Regular_star_figure_3(10,3).svg|thumb|left|150px|{30/9}=3{10/3} of <math>r_9</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing 24-cell edges, by 60° in an invariant hexagon central plane and its completely orthogonal invariant central plane, with the same effect on 5 disjoint 24-cells. In the course of a 720° isoclinic rotation each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, but it does not visit other 24-cell vertex positions. Ten Clifford parallel dodecagon geodesic isoclines of circumference <math>10\pi</math> over <math>\sqrt{3}</math> chords form a circular helix of ten twisted strands that visits each 600-cell vertex once. [The text here cannot be quite correct; perhaps this is four {30/9}=3{10/3 as suggested by the illustration.] Fontaine and Hurley's rotation over the <math>r_9</math> chord is the rotation of the 600-cell by the rotation characteristic of the 24-cell'','' its isoclinic rotation in invariant planes containing 24-cell edges. [[File:Regular_star_figure_2(15,4).svg|thumb|left|150px|{30/8}=2{15/4} of <math>r_4</math> edges.]] We can also rotate the 600-cell isoclinically in invariant planes containing its own edges, by 36° in an invariant decagon central plane and its completely orthogonal invariant central plane. The Clifford polygon of the decagon rotation is a skew {15/4} pentadecagram of <math>r_4</math> chords. Successive <math>r_4</math> chords are edges of different 24-cells. The rotational curve over each <math>r_4</math> chord makes five 12° turns. Eight Clifford parallel pentadecagon geodesic isoclines of circumference <math>5\pi</math> over <math>\sqrt{1}</math> chords form a circular helix of eight twisted strands that visits each 600-cell vertex once. Fontaine and Hurley's rotation over the <math>r_4</math> star polygon {30/8}=2{15/4} which constructs <math>1/r_4</math> is the characteristic rotation of the 600-cell, the isoclinic rotation in invariant planes containing its edges. In the 600-cell an isoclinic rotation by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. All 120 vertices move at once on eight Clifford parallel geodesic isoclines, displaced 60° in different directions. The trajectory of each vertex over each 36° isoclinic rotational displacement is a one-fifteenth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 15 <math>\sqrt{1}</math> chords, and also traces an ordinary great circle in the plane 3 times, over the 5 edges of a great pentagon in a moving invariant rotation plane. In the course of a 720° isoclinic rotation each vertex departs from 15 vertex positions just once and returns to its original position, and the 600-cell returns to its original orientation. == The 5-point (5-cell) 4-simplex == In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Finally the 120-cell == The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. In [[User:Dc.samizdat/Golden chords of the 120-cell#Complementary chord pairs|the table above]] Coxeter showed that the 120-cell's Petrie {30}-gon has 30 distinct chords in 180° complementary pairs. Only 8 of those 30 chords occur in the planar {30)-gon and the 600-cell. What do the 120-cell's additional chords arise from? Originally, from the regular 5-cell, in its interaction with the other 4-polytopes that compound to make the 120-cell. Since the 120-cell and the 600-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the isocclinic rotation characteristic of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} mzlzpz44qbx8cj9smva7bj45qmateqy 0 327555 2814837 2812994 2026-06-09T08:37:11Z DavidMCEddy 218607 /* Part III. Climate, immigrants, education, public health, and criminal justice */ typo 2814837 wikitext text/x-wiki [[File:Pharoah - James VI and I - Trump.png|thumb|Religious and media leaders from the time of the Pharaohs convinced common folk to give increasing shares of what they produced to elites.]] :''This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.'' == Invitation to edit this book == You, dear reader, are invited to contribute questions, ideas and citations to support or refute claims made in this book possibly adding chapters. Wikiversity like other Wikimedia Foundation Projects invites humans to [[w:Wikipedia:Be bold|“be bold but not reckless,”]] while writing from a [[Wikiversity:Disclosures|neutral point of view]], [[Wikiversity:Cite sources|citing credible sources]]. Others are invited to change or revert what you wrote. What stays tends to be written from a neutral point of view citing credible sources. If someone reverts your edit or you have a question, take it to the ''[[Wikiversity:FAQ|''''“Discuss”'''' page]]'' associated with the specific Wikiversity page most related to your concerns. Those who teach media literacy are encouraged to invite their students to debate and revise the contents of this book. Doing so would build on a tradition of [[:w:Wikipedia:Student assignments|instructors requiring students to edit wikipedia article(s).]] Editing [[:w:Wikipedia|Wikipedia]] and other [[:w:Wikimedia Foundation|Wikimedia Foundation]] projects like this book is itself an exercise in media literacy: :''Central tenets of media literacy might include writing from a neutral point of view citing credible sources and engaging others, some of whom may disagree, in civil, supportive conversations about what can and cannot be said based on a reasonable evaluation of the available evidence. Wikimedia rules invite contributors to do just that, encouraging them to “be bold but not reckless,” contributing revisions written from a neutral point of view, citing credible sources -- and raising other questions and concerns on the ''''“Discuss”'''' page associated with the specific Wikiversity page most related to your concerns, as mentioned above.''<ref>For more on this, see Graves (2024).</ref> == Text and self-help book and point of discuss == This book is intended both as a text and self-help book and as a point of discussion considering four levels of media literacy: :1. '''Think before you share''': [[Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen said]], "The shortest path to a click is anger or hate." The social psychology behind this phenomenon exploited also by legacy media has contributed to [[Media Literacy and You/Media consolidation, social media, and political polarization|the dramatic increase in political polarization and violence worldwide]], especially since the end of the [[w:Fairness doctrine|Fairness doctrine]] in 1987. To counter this, DiResta (2024, p. 335) recommends, "Think before you share." :2. '''Look for information to contradict preconceptions''' (Disconfirmation bias): [[w:Information is a public good: Designing experiments to improve government#Previous research|Virtually everyone]] (a) thinks they know more than they do ([[w:Overconfidence effect|overconfidence effect]]), and (b) prefers information and sources consistent with preconceptions ([[w:Confirmation bias|confirmation bias]]). The major media everywhere exploit this to please those who control most of the money for the media. Humans can counter this by searching for sources to help us understand our designated enemies. If we cannot explain circumstances under which we could see ourselves doing what we see our designated enemies doing, we haven't looked hard enough. :3. '''Talk''': Push ourselves to have friendly supportive conversations with others with whom we may vehemently disagree with the goals of agreeing to disagree agreeably and building collaboration on areas of common concern.<ref>Graves and Bailey (2025).</ref> :4. '''Teach''': Humans who develop skills in the first three levels can leverage that knowledge in helping others acquire those skills. If each one teaches two<ref>"[[:w:Each one teach one|Each one teach one]]" is an African-American proverb from the time of legalized slavery. However, if each one teaches only one, the growth in literacy will only be linear. Having "each one teaching two", on average, unleashes the power of doubling and [[:w:exponential growth|exponential growth]], which has the potential of educating the entirety of humanity in a reasonable period of time -- namely after 33 doublings starting from one.</ref> in a certain period of time, that time period becomes a [[:w:Doubling time|doubling time]]. Ten doublings is a thousand -- actually 1,024 to be precise.<ref>2 time 2 = 4 times 2 = 8 times 2 = 16 times 2 = 32 times 2 = 64 times 2 = 128 times 2 = 256 times 2 = 512 times 2 = 1024: That's 10 doublings, as anyone with a modest understanding of modern digital [[:w:computer|computer]]s will tell you.</ref> Twenty doublings become a million. Thirty doublings become a billion. Three more doublings become 8 billion, the [[:w:World population|world population]] as of approximately 2022-11-15.<ref>This book uses dates in [[:w:ISO 8601|ISO 8601]], YYYY-MM-DD, when convenient.</ref> Many organizations, including several United Nations agencies, already have active [[w:media literacy|media literacy]] programs that have already trained many.<ref>''[[Wikibooks:Antiracist Activism for Teachers and Students]]'' includes a chapter on [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools|Media Literacy In Schools]].</ref> This book is being written hoping to increase the effectiveness and accelerate the rate of growth in media literacy and thereby accelerate progress against many of the most pressing issues facing humanity today. Much of this book is a [[w:Monograph|research monograph]] summarizing research that seems to have been underreported by the major media to avoid offending people who control most of the money for the media. These research results seem to be central to major political divisions. Each chapter ends in exercises to help the reader practice media literacy skills and have fun doing it. Remember: :''I am entitled to my [[Wiktionary:cockamamie|cockamamie]] ideas, and you are entitled to yours.'' Humor is important but must be offered in a way that does not offend others. If others are offended, they may be less interested in dialogue. The term "cockamamie" is used here, hoping that this style of [[w:Self-deprecation|self-deprecation]] might be more inviting for dialogue. ''Never say, "You're wrong, and I'm right!" instead, ask, "May I offer a contrary perspective?" Or "May I share with you another view that I've heard?" '' Much of the information in this book seems to have been largely overlooked and perhaps suppressed, apparently because it would increase the cost of producing news, some of which would clearly offend people who control much of the money for the media; see the brief discussion of conflicts of interest by the major media in the next "Key claims" section. ==Key claims== * ''Primary drivers of every major conflict include differences between the media that the different parties find credible''. :-- This works, because everything we think we know is coded in systems of connections between neurons in our brains. These systems are more unique than fingerprints and evolve over time. The words we use do not mean the same to two different humans nor even to the same human at different points in time. In many cases these differences are inconsequential. ''Sometimes they are fatal.''<ref>Graves and Bailey (2026).</ref> :-- ''[[w:Social constructionism|Show me someone who knows the truth]], and I will show you someone who is dangerous'' -- especially during war or any other situation where humans may be moved to violence mandated by their belief system.<ref>[[w:Collateral damage|Collateral damage]] that "they" commit proves to "us" that "they" are subhuman or at best criminally misled and must be resisted by any means necessary. By contrast, collateral damage that "we" commit is unfortunate but necessary.</ref> * The major media everywhere have [[w:Conflict of interest|conflicts of interest ]] in honestly reporting on [[v:Information is a public good per communications prof Pickard|anything that might offend anyone who controls large portions of the money for the media]].<ref>Pickard and Graves (2025), accessed 2026-02-08; Pickard (2020).</ref> [[v:Media Reform Coalition challenges anti-democratic media bias in the UK|British journalist and media reform advocate Dan Hind]] said that the content produced by the [[w:BBC|BBC]] was frivolous, soap opera stuff, because leading media personalities know very little about issues of substance and believe "they might get in trouble if" they produced anything serious. Similar analyses seem to apply to the major media everywhere<ref>Hind and Graves (2025), accessed 2026-02-09.</ref> but may not apply to non-profit and local media, which seem more likely to produce [[w:Investigative journalism|investigative]] / [[v:Dean Starkman and the watchdog that didn't bark|accountability journalism]]:<ref>Usher and Kim-Leffingwell (2022); see also Starkman and Graves (2025), accessed 2026-02-09.</ref> [[w:Watchdog journalism|Watchdogs]] tend to protect the people who feed them. Argentine journalist [[w:Horacio Verbitsky|Horacio Verbitsky]] said, "Journalism is disseminating information that someone does not want known; the rest is [[w:propaganda|propaganda]]."<ref>p. 16 in Verbitsky (1997); English translation from [[Wikiquote:Horacio Verbitsky]], accessed 2026-02-09.</ref> * The major media everywhere create the stage upon which politicians read their lines. :- Their selection of acceptable topics for news and entertainment create and maintain the "[[w:Overton window|Overton window]]", which is the range of acceptable political discourse. For example, in early 1964, US President [[w:Lyndon B. Johnson|Lyndon Johnson]] understood that he could lose the 1964 presidential election that year if he were seen to be soft on communism. His response was to clandestinely provoke an attack on US naval vessels in the Gulf of Tonkin, which he could then denounce as "unprovoked". During a dark and stormy night 1964-08-04 the [[w:USS Maddox (DD-731)|USS ''Maddox'']] and [[w:USS Turner Joy|''Turner Joy'']] spent a couple of hours "defending themselves" against radar snow, then [[w:Gulf of Tonkin incident|reported that they had sunk two attacking North Vietnamese torpedo boats]]; subsequent investigations found no evidence of the reported attacks. That incident was used to justify the [[w:Gulf of Tonkin Resolution|Gulf of Tonkin Resolution]], with only two dissenting votes in the US Congress: Those two dissenters were defeated in their next reelection campaigns, illustrating the point that the major media create the environment in which many politicians cannot get elected without betraying the nation. === The value of noncommercial news outlets === Some of the problems with the media and their contributions to increasing political polarization and violence are documented in the research summary on "[[Information is a public good: Designing experiments to improve government]]" and in the podcast series available on Wikiversity under "[[:Category:Media reform to improve democracy]]" with leading experts discussing their recommendations. One of the most compelling of the references discussed in that podcast series is Usher and Kim-Leffingwell (2022), who tallied all the federal prosecutions for political corruption in each of the 94 [[w:United States federal judicial district|US federal court district]]s between 2003 and 2019. During that period, the number of journalists in the US fell by a factor of roughly 3 -- between 60 and 70 percent. They found no statistically significant impact on federal prosecutions for political corruption of that decline in the number of journalists. However, each member of the [[w:Institute for Nonprofit News|Institute for Nonprofit News]] (INN) in a federal court district in one year was associated with on average 1.4 additional prosecutions for political corruption the following year. This suggests that the major media outlets that had so dramatically reduced their staffs had not substantively reduced the amount of investigative journalism they did. If we assume that the people prosecuted for political corruption also control substantive advertising budgets, then the major media outlets have conflicts of interest in honestly reporting on such. They may report on it if some other organization like a member of INN does the research and they are threatened with a loss of audience from not reporting on it. :'''''Major point''''': You and I benefit, the vast majority of humans on earth benefit, from news reports presumably published by members if INN that contributed to those on average 1.4 additional prosecutions for political corruption estimated by Usher and Kim-Leffingwell (2022). We benefit even if we never heard about the news reports that contributed to those prosecutions. We benefit even if we have never heard of the news outlets that presumably did the investigative journalism behind those additional prosecutions. Why? Because on average those news reports likely deterred other incidents of political corruption, which likely contributed to broadly shared economic growth and the development of new technology that ultimately benefit the vast majority of humanity. Other aspects of this are documented in the research on the impact of [[w:news desert|news desert]]s, which we summarize next. === Costs increase in news deserts=== There's a growing body of research describing what happens when local newspapers die. Perhaps most important, a 2018 research report by Gao et al. reported that the death of a local newspaper was followed by … increases in local tax revenue, averaging $85 per human per year.<ref name = Gao2018>Gao et al. (2018).</ref> That $85 was roughly 13 hundredths of a percent of the 2019 US GDP. That's mentioned in the 2025-07-17 interview with [[Democratic delusions: Fix the media to fix democracy|Natalie Fenton about her new book, ''Democratic Delusions, How the Media Hollows out democracy and What We Can Do About It'']]. One of the most spectacular example of the cost of a news desert is the [[w:City of Bell scandal|Scandal of Bell, California]]. Their local newspaper died around 1999. Roughly a decade later the city was nearly bankrupt in spite of having property tax rates among the highest in the nation. An investigation by the ''[[w:Los Angeles Times|Los Angeles Times]]'' documented that the city manager had a compensation package worth $1.5 million a year, well over double that of the President of the United States. Other senior city officials were similarly well-remunerated. Some of the city officials went to jail over that. Did the city manager decide after 1999, "Wow: The watchdog is dead. Let's have a party"? Malfeasance also increases in business as pollution and workplace accidents increase as does the cost of capital, because investors know their money is not as secure without a local newspaper. That leads to a reduction in investments in new products, services and processes -- slowing economic growth. See "[[Local newspapers limit malfeasance]]", esp. Kim et al. (2021). And executive compensation in increases in nonprofits, so less of what people donate goes to the charitable purpose for which they donated, according to Felix et al. (2024). Also, voter participation and split-ticket voting decline, per Benton (2019) and other references discussed in "[[Information is a public good: Designing experiments to improve government]]". And the ultra-right does better, as noted in [[News from Germany 1900-1945 and implications for today]] and the section on "[[Information is a public good: Designing experiments to improve government#Previous research|Previous research]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]".<ref>Flößer (2024).</ref> The 0.13 percent of GDP savings estimated by Gao et al. (2018) is roughly $120 per human per year. With over 300 million humans in the U.S, that is roughly $40 billion nationwide. {| class="wikitable" |+ Table 1. Costs increase in news deserts |- ! Entity !! What !!Source |- | local government || costs incr. 0.13% of GDP || Gao et al. (2018) |- | local businesses || pollution & workplace accidents incr., innovation & econ growth decr. || Kim et al. (2021) |- | nonprofits || exec. compensation incr. || Felix et al. (2024) |- | rowspan=2 | elections | voter participation & split-ticket voting decl. || Benton (2019) |- | Ultra-right does better || Flößer (2024) |} === Government subsidies === John (1995) documented how in the first half of the nineteenth century the US had more independent newspaper publishers per million population than at any other time or place in human history.<ref>This is discussed in the 2025-06-08 [[Media concentration per Columbia History Professor Richard John|interview with him]], available on Wikiversity under [[:Category:Media reform to improve democracy]], accessed 2026-04-30.</ref> This encouraged literacy and limited political corruption, both of which helped [[The Great American Paradox|the early United States stay together and grow]] while contemporary [[w:New Spain|New Spain]] / [[w:Mexico|Mexico]], fractured, shrank, and stagnated economically. As documented with Figure 1 in the chapter below on [[/The impact of the media on political economy since the time of the Pharaohs/]], that growth catapulted the young United States into its current position of dominance in the international political economy, a position it has been losing since at least 1990 -- or since the Reagan Revolution began in 1981, according to the analysis in the chapter below on [[/Fox, the Great Depression, the Great Recession, and our future/]]. Other countries now have stronger democracies due in part to government subsidies for media in the range of 0.05 and 0.25 percent of GDP with a firewall that limits political interference in the content, according to Neff and Pickard (2024). Table 1 in "[[Information is a public good: Designing experiments to improve government]] compares media subsidies in various places with "other points of reference". McChesney and Nichols (2010, pp. 310-311, note 88) suggested that the relatively high rate of economic growth of the economy in the early US was due in part to postal subsidies under the US [[w:Postal Service Act|Postal Service Act]] of 1792.<ref>See also the Wikiversity article on "[[The Great American Paradox]]", accessed 2026-04-30.</ref> They estimated those subsidies at 0.21 percent of GDP. To improve the current political economy of the US, they recommended subsidies of 0.15 percent of GDP distributed to local news nonprofits on the basis of local elections.<ref>McChesney and Nichols (2021, 2022).</ref> The Wikipedia article on "[[Information is a public good: Designing experiments to improve government]]" documents how some jurisdictions can devote that much money to local news nonprofits by matching what they spend on accounting, advertising, and public relations.<ref>See the section on "[[Information is a public good: Designing experiments to improve government#Sampling units / experimental polities|Sampling units / experimental polities]]" in the Wikiversity article on "[[Information is a public good: Designing experiments to improve government]]", accessed 2026-04-30.</ref> Pickard (2023) describes three basic strategies for confronting concentrated commercial media power: (1) break them up, (2) regulate them, and (3) create non-commercial, public alternatives. A fourth possibility might be [[w:externality|a graduated tax on income and wealth]] in proportion to the threat that major corporations pose to democracy. One class of noncommercial alternatives that Packard mentions is local multi-media / Public Media Centers (PMCs) with management split between local journalists and boards, e.g., selected at random from registered voters. A key here is to have the boards selected in a way that cannot be influenced by people with power, whether business or political elites. Picard recommends considering '''six discrete layers''' when discussing PMCs, each of which, he says, must be radically democratised: # funding, # governance, # ascertainment (to determine a community’s ''critical information needs''), # infrastructure (including universal broadband service), # algorithmic (e.g., not allowing companies like Google and Facebook to suppress indexing information the might challenge their hegemony of those markets, [[w:Deep web|treating them like pedophilia and the Islamic State]]), # engagement, involving local communities in making their own news and in communicating their own stories; this is paramount to building trust and the grassroots-level support that this new local journalistic model requires. All this needs to be managed in ways that provide substantive support to news deserts and underserved communities that have long been subjected to various kinds of informational redlining. This might be done by including the proposed PMCs within local libraries staffed by professional journalists, who provide training in media literacy in local schools for children and supervise students producing school newspapers. Management of such PMCs might be split between journalists on staff and boards of, e.g., six members selected at random from voter registration rolls serving staggered terms of one year with a new member rotated in every 2 months. Another alternative that could be done in parallel with local PMCs calls for 200 journalists in each US Congressional district funded at $10 billion annually in 2022 dollars, which is just a little under 4 hundredths of one percent of GDP; if such allocations are expressed as fractions of a percent of GDP, they would grow naturally with the economy. (The nominal GDP for the US was roughly $26.1 trillion in 2022.<ref>Johnston and Williamson (2026).</ref> For 2026 it is estimated at $32.4 trillion.<ref>[[w:United States|United States]], accessed 2026-04-30.</ref>) A similar model is the [[w:BBC|BBC]]’s Local Democracy Reporting Service (LDRS), in which the BBC funds journalists to cover the work of local councils and other local public bodies, funded at £8 million per year, which is a little under 2 hundredths of a percent of the [[w:United Kingdom|UK]]'s GDP of £7.27 trillion.<ref>[[w:United Kingdom|United Kingdom]], accessed 2026-04-30.</ref> Pickard (2023) ended by saying, "Today we face a crossroads: technocracy and oligarchy from above or radical democracy and structural reform from below. ... [T]his is not just a journalism crisis: it is a democracy crisis." ==Table of Contents== *[[/Introduction/]] including an exercise, asking all to discuss perceptions of the settlement of ''[[w:Dominion Voting Systems v. Fox News Network|Dominion Voting Systems v. Fox News Network]]'' in a friendly supportive manner with humans with whom they may vehemently disagree, because the alternative could be killing humans over misunderstandings. ===Part I. The media and political economy=== # [[/The impact of the media on political economy since the time of the Pharaohs/]] describes how hierarchical societies prior to [[w:James VI and I|King James of the King James bible]] were divided between those who fought, prayed, and worked. It was the responsibility of those who prayed to convince those who worked to live in poverty while giving increasing shares of what they produced so those who fought and prayed could live lives of leisure and opulence. During the reign of King James, pamphlets and newspapers began to compete with the church for helping commoners understand their roles in society. This produced the Industrial Revolution and modern democracies. Media consolidation since World War II gradually slowed and then reversed this trend. # [[/Fox, the Great Depression, the Great Recession, and our future/]] describes the unprecedented performance of the US political economy during the presidency of Franklin Roosevelt (FDR), insisting that much of what FDR achieved can be replicated, giving a media system that supports honest discussion of the available evidence. # [[/Media consolidation, social media, and political polarization/]] (Combine from McChesney and Nichols discussing the [[w:Postal Service Act|US Postal Service Act]] of 1792 with [[Media concentration per Columbia History Professor Richard John]], the section on "[[v:Information is a public good: Designing experiments to improve government#Threats from social media|Threats from social media]]" in "[[Information is a public good: Designing experiments to improve government]], and the comments by [[v:Facebook whistleblower Frances Haugen says|Facebook whistleblower Frances Haugen that, "the shortest path to a click is anger or hate."]]. ===Part II. The media and war=== # [[/Deterrence without threat/]]: The historical record is clear: Nations that have prepared for war often got war, not peace. This happens for at least two reasons: First, some leaders cannot resist the temptation to use force inappropriately, sometimes clandestinely provoking others to do things that are then denounced as "unprovoked"; sometimes the media environment pushes them to do such. Alternatively, potential adversaries may believe -- or claim -- that you are actually preparing a first strike, and they must move preemptively or lose their ability to retaliate adequately. We can avoid these possibilities with three supportive policies: [a] Legislation that ''prohibits'' projecting force beyond our own borders. [b] Civilian-based defense training in nonviolent noncooperation like what helped Denmark survive Nazi occupation with minimal damage. And [c] a media system that penalizes rather than encourages a bellicose foreign policy. # [[/Responding to a nuclear attack/]] (draft in [[Responding to a nuclear attack]]. Add a discussion of Russia's Poseidon nuclear powered unmanned underwater vehicle, armed with nuclear weapons. With that, cite the record of "[[w:System accident|system accident]]s". Also add material from [[Nuclear weapons and effective defense]]). # [[/Threats from excessive government secrecy/]] (draft in [https://sanjosepeace.org/restrict-secrecy-more-than-data-collection/ "Restrict secrecy more than data collection"], adding material from [https://kkfi.org/program-episodes/does-us-government-secrecy-threaten-national-security/ Connelly (2023) ''The Declassification Engine: What History Reveals About America's Top Secrets''], [[Wikipedia:Moynihan Commission on Government Secrecy]] and [[1998 Embassy bombings and September 11]]. # [[/Shouting fire in a crowded theater/|Shouting ''fire'' in a crowded theater]]: Legal concerns about "[[w:Shouting fire in a crowded theater|Shouting ''fire'' in a crowded theater]]" date, at least in large part, from the [[w:Supreme Court of the United States|US Supreme Court]] decisions in ''[[w:Schenck v. United States|Schenck v. United States]]'' (1919) and ''[[w: Brandenburg v. Ohio| Brandenburg v. Ohio]]'' (1969). In ''Schenck'' the Court ruled that the government had a right to imprison Schenck and others, because their distribution of fliers encouraging draft resistance presented a [[w:clear and present danger|clear and present danger]] to the efficacy of ongoing military activities during [[w:World War I|World War I]], then in progress. The Court in ''Brandenburg'' held that the government cannot punish inflammatory speech ''unless that speech is "directed to inciting or producing imminent lawless action and is likely to incite or produce such action".'' Some could argue that many uses of military force by the US and Israel since 1948 have violated international law, encouraged by biases in the major US media "directed to inciting or producing imminent lawless action", though it may not be feasible to convince a court of that. Still, it might be useful to simulate such a case in a mock trial like the 1966 [[w:Russell Tribunal|Russell Tribunal]].<ref>Andersen (2006) provides such documentation for several such uses of force. Johnson (2026) ''How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza'' organizes evidence supporting such claims for the current [[w:Gaza war|Gaza war]], which began with [[w:October 7 attacks|Palestinian attacks 2023-10-07]]. See also Andersen (2026). Might, e.g., Palestinians -- or at least Palestinian Americans -- be able to sue the [[w:Anti-Defamation League|Anti-Defamation League]] (ADL), the [[w:AIPAC|American Israel Public Affairs Committee]] (AIPAC), and all the major media outlets in the US for inciting genocide in the current [[w:Gaza war|Gaza war]]? That history includes routine suppression of coverage by the major media especially in the US of routine denial of equal protection of Israeli laws to non-Jews in Israel and under Israeli occupation, including suppression of Israeli violence against nonviolent protestors peaceably assembling and petitioning for a redress of grievances combined with over reporting of Palestinian violence and unquestioning coverage of fraudulent claims of Palestinian violence by Israel and supporters. The suppressions included underreporting of Palestinian nonviolence such as the [[w:2018–2019 Gaza border protests|(2018-2019) Great March of Return]], and suppression of the grievances inspiring such nonviolence such as indefinite detention without charges of thousands of Palestinians, including children, routine destruction of Palestinian property by settlers, confiscation of Palestinian property at gunpoint, closing [[w:Gaza Strip|Gaza]] to international trade, and maintaining Gaza on starvation rations. These routine biases in reporting have been encouraged by charges that more honest reporting would be "[[w:Antisemitism|antisemetic]], according to the ADL and AIPAC. This denial of coverage thereby encouraged Israel to increase the rate of such violations until the [[w:October 7 attacks|2023-10-07 attacks on Israel from Gaza]] unleashed Israeli "retaliations" way out of proportion to the alleged provocation. Sucharov (2022) reported that 69% of American Jews opposed privileging Jews over non-Jews in Israel. Their support of Israel in the current Gaza war is consistent with the media biases documented by Johnson (2026) and others including Andersen (2006, 2026). Regarding whether Israel could achieve anything positive from this war, Samuelson (2025) is skeptical. He summarized quantitative analyses of 60 previous insurgencies. The results including the observation that it is exceedingly difficult to defeat an insurgency without responding to the grievances that support it without force ratios far beyond Israel's resources.</ref> ===Part III. Climate, immigrants, education, public health, and criminal justice=== # [[/Global warming/]] [Summarize research especially on conflicts of interest of major media in honestly reporting on this issue and the research on global warming itself and activities of groups concerned about this issue. Decompose into global population times CO2 equivalents per human.] # [[/Immigrants/]] [Summarize research documenting that [[w:Sanctuary city|sanctuary cities tend to have higher median incomes and no more crime than non-sanctuary jurisdictions]], and some studies report less crime. Moreover economists have documented that immigrants tend to be more entrepreneurial, overrepresented in patent applications, and generally increasing the rate of economic growth. See, e.g., Aghion et al. (2022) ''The power of creative destruction''; Aghion shared the 2025 Nobel Memorial Prize in Economics with two others.] # [[/Education/]] (draft in [[Invest in children]].) # [[/Public health/]] [Draft in [[UN public health data]] to be revised to be consistent with Bezruchka (2023, 2025).] # [[/Substance abuse and addictive behavior/]] (Research in cited in "[[Wikipedia:War on drugs]]" insists that the US and the world would have fewer problems with substance abuse and addiction problems with 100 percent public funding for treatment programs and complete decriminalization of possession and use of retail quantities of addictive substances. We would also likely have fewer problems with immigrants, as that would make it harder for the US to intervene in the internal affairs of foreign countries funded off the books, as exposed in the [[w:Iran–Contra affair|Iran–Contra affair]].) # [[/Criminal justice/]] (The section on "[[w:United States incarceration rate#Editorial policies of major media|Editorial policies of major media]]" in "[[Wikipedia:United States incarceration rate]]" cites research claiming that within the range range of experience in the US political economy since 1925, the incarceration rate is uncorrelated with crime: It's a function of the public's perception of crime, and that's a function of the media. That suggest that the US would be safer and more prosperous if incarceration policies were driving more by research than by editorial policies of the media. For example, there is also research that says that incarcerees who receive visits are less likely to recidivate, but that evidence is overlooked when convicts are incarcerated substantial distance from their family and friends and when the cost of phone services is substantially higher for incarcerees than among the general pubic. Also, it's known that better educated incarcerees are less likely to recidivate, but it's difficult and maybe impossible for many incarcerees to obtain education in prison.) # [[/Empower women and girls/]] [Cite research claiming that a primary restraint on population growth is empowering women and girls. Empowering women and girls is not just a matter of equity: It is also a means to reduce the threats of global warming, of increasing exposure to animal diseases and other problems that come with unrestrained population growth.] === Continuation === * [[/The evolving media literacy movement/]] to invite others to keep this book current with the evolving understanding of media literacy, how to encourage and promote it and the benefits of doing so. ==See also== * [[Wikibooks:Antiracist Activism for Teachers and Students/Points to Consider for Teaching Anti-racism/Media Literacy In Schools]] ==Notes== {{reflist}} ==Bibliography== * <!--Robin Andersen (2006) A century of media, a century of war-->{{cite Q|Q138795568}} * <!--Robin Andersen (2026-06-02) The Complicit Lens: US Media Coverage of Israel’s Genocide in Gaza-->{{cite Q|Q138796307}} * <!--Perry Bacon Jr. (2022-10-17) "America Should Spend Billions to Revive Local News"-->{{cite Q|Q139594786}} * <!-- Joshua Benton (9 April 2019). "When local newspapers shrink, fewer people bother to run for mayor". Nieman Foundation for Journalism -->{{cite Q|Q63127216}} * <!--Stephen Bezruchka (2023) Inequality Kills Us All-->{{cite Q|Q136047815}} * <!--Stephen Bezruchka (2025) ''Born Sick in the USA''-->{{cite Q|Q138749292}} * <!--Renée DiResta (2024) Invisible Rulers: The People Who Turn Lies into Reality-->{{cite Q|Q135107164}} * <!--Robert Felix, Joshua A. Khavis, and Mikhail Pevzner (2024) "The effects of local newspaper closures on nonprofits’ executive compensation"-->{{cite Q|Q132730972}} * <!--Maxim Flößer (2024-03-06) "Keine Lokalzeitung -- mehr AfD", Kontext-->{{cite Q|Q125287792}} * <!--Pengjie Gao, Chang Lee, and Dermot Murphy (2018) "Financing Dies in Darkness? The Impact of Newspaper Closures on Public Finance"-->{{cite Q|Q55670016}} * <!--Spencer Graves (2024) "Wikipedia: The most democratic force on earth-->{{cite Q|Q137796922}} * <!--Spencer Graves and Bryan Bailey (2025) "We have to talk", blog at PeaceWorksKC.org-->{{cite Q|Q136126262}} * [[d:Q138038060|Dan Hind and Spencer Graves (2025) "Media Reform Coalition challenges anti-democratic media bias in the UK" on Wikiversity]]. * <!--Richard R. John (1995) Spreading the News: The American Postal System from Franklin to Morse-->{{cite Q|Q54641943}} * <!--Adam H. Johnson (2026-04-21) How to Sell a Genocide: The Media's Complicity in the Destruction of Gaza-->{{cite Q|Q140073447}} * <!--Louis Johnston and Samuel H. Williamson, "What Was the U.S. GDP Then?" MeasuringWorth, 2026-->{{cite Q|Q56881105}} * <!-- Min Kim, Derrald Stice, Han Stice, and Roger M. White (2021) "Stop the presses! Or wait, we might need them: Firm responses to local newspaper closures and layoffs"-->{{cite Q|Q132459373}} * <!-- Robert W. McChesney; John Nichols (2010). The Death and Life of American Journalism (Bold Type Books) -->{{cite Q|Q104888067}}. * <!-- Robert W. McChesney; John Nichols (2021). "The Local Journalism Initiative: a proposal to protect and extend democracy". Columbia Journalism Review, 30 November 2021 -->{{cite Q|Q109978060}} * <!-- Robert W. McChesney; John Nichols (2022), To Protect and Extend Democracy, Recreate Local News Media (PDF), FreePress.net (updated 25 January 2022) -->{{cite Q|Q109978337|access-date=2024-06-23}} * <!-- Victor Pickard (2023-05-12) "Another Media System is Possible: Ripping Open the Overton Window, from Platforms to Public Broadcasting"-->{{cite Q|Q131398460}} * <!--Neff and Pickard (2024) "Funding Democracy: Public Media and Democratic Health in 33 Countries"-->{{cite Q|Q131468289}} * [[d:Q131398359|Victor Pickard (2020) ''Democracy without journalism? : confronting the misinformation society'' (Oxford U. Pr.)]]. * <!--Doug Samuelson (2025) Assessing Israel’s Approach in Gaza-->{{cite Q|Q138843324}} * [[d:Q138037937|Dean Starkman and Spencer Graves (2025) "Dean Starkman and the watchdog that didn't bark anglais" on Wikiversity]]. * <!--Mira Sucharov (2022) Do American Jews Really Know What 'Zionist' Means?-->{{cite Q|Q125903777}} * [[d:Q134715465|Nikki Usher and Sanghoon Kim-Leffingwell (2022) "How Loud Does the Watchdog Bark? A Reconsideration of Local Journalism, News Non-profits, and Political Corruption", ''SSRN Electronic Journal'']]. * [[d:Q61013892|Horacio Verbitsky (1997) ''Un mundo sin periodistas'' (in Spanish: A world without journalists; Editorial Sudamericana)]]. [[Category:Communication]] [[Category:Political science]] [[Category:Law]] [[Category:Psychology]] [[Category:Sociology]] [[Category:Education]] [[Category:Economics]] [[Category:Media Literacy and You]] [[Category:Freedom and abundance]] <!-- https://en.wikiversity.org/wiki/Category_Review --> rpuby7l88k0gxejkk7uh0yonx7k7x98 118 329157 2814680 2808120 2026-06-08T19:08:17Z Dekatriofovia 3058633 /* Potential best-case uses of "idea" if fully developed */ this is also ambiguous but it is in the topic of HR 2814680 wikitext text/x-wiki {{Research project|status=draft}} {{AI-generated}} {{Notice|'''Please excuse mistakes and problems''' this is a work in progress and pages may be published which are unfinished and that contain unfinished sentences and repetitions}} == Explanation regarding {{tl|AI-generated}} template presence on this page == * Some questions that can be asked have been generated where there is a note about it. ("AI Mode" by Google) * If something has been generated by an "AI"/LLM then please make a note of that so the reader knows. Also please document the specific "AI name", ie. "AI Mode", "GPT-5 mini" etc. as long as that name is enough to find the AI/LLM on Wikidata or on Wikipedia. For questions that have been "AI-Generated" this section has been created to document the queries/input: * [[Draft:The Neurodiversity-inspired Idea/AI Prompt History for Questions|Please document your input and output here when interacting with an AI/LLM]] == Hypothes-is/-es == Preliminary date for basics of hypothesis/hypotheses being developed: June 16, 2026. === In preparation for Hypothes-is/-es: Core Assumption Example === Google's "AI Mode" was used on 2026-04-29 and the formation of an "example Core Assumption" was made. The following is input sent to "AI Mode": {{quote|This I posted previously: {{quote|Example of a "Core Assumption": That not "Everybody is different" in brain structure but that some humen show so great similarities between each other that one might say "it is the same brain". If that fails, my idea fails completely.}} This I'm thinking about posting now and I want your output based on this input: Example of a "Core Assumption": That not "Everybody is different" in brain structure but that some humen show so great similarities between each other that one might say "it is the same brain". I assume that that my core assumption and "main idea" can be fully broken by measurement of Rapport. I assume that I can predict better rapport between individuals who interact for the first time compared to a random sample. If that fails, my idea fails completely.}} The system in which predictions are made regarding the related hypotheses are assumed to be found in the data. Studying the data should lead to understanding how to make the predictions in the hypotheses. == Data == There is currently no data. == Original Motivations == This section can list motivations by each user who contributes content or questions to this page. * '''User:ThinkingScience''' My motivation is related to perceived limited progress by psychiatry and getting inspired by writers exploring Neurodiversity topics. I don't feel I have a right to have an opinion about psychiatry considering this idea's methodology is being developed during the publishing(and before) of this edit. It is my hope that if this idea develops how I expect it to it will be an "extra parameter" that some other sciences can use, including psychiatry. It is my hope that this idea will thus help psychiatry develop in a great way though my personal hope is it will help sociology more. * Example user x * Example user y etc. == "Do no harm" == This section can list ideas/comments by users who are trying to do no harm while using their methodology(which should be documented on this page, if possible!): * '''User:ThinkingScience''' Considering I am watching videos of famous people in interviews. I am making notes...my goal should be that not only my public notes are following the "Do no harm" but that my private notes do as well. That can be my goal for now. We'll see how this develops... * Example user x * Example user y etc. Do no harm links from [[Wikiversity:Research ethics]] into Wikipedia with no examples for Wikiversity users specifically, yet. == "Research projects must fully document the methods" == {{quote|Safety - Research must be conducted in a safe and lawful manner. Do no harm.}} An idea for the minimum age of the subjects which are "studied" in a "Do no harm" way, if even possible, might be 29 years of age. There is disagreement regarding the exact age of a person when their brain matures and it may benefit the student/contributor if the "starting age" or "minimum age" is high enough so that a person with a "fully matured brain" also has some experience living with that fully matured brain. 💡💡💡'''Suggestion: 29 minimum years of age for anyone participating in this project.'''💡💡💡 for the sake of "Do no harm"? which is described on [[Wikiversity:Research ethics]] that links to Wikipedia. This section needs work. One of the methodologies is to watch a video, ie. a video interview of famous people or footage where the researcher has gotten legal access and specific consent from any person appearing in the video footage. Methodologies need to be developed where data is gathered in a way that adheres to "Do no harm". === Focusing on creating a "Do no harm"-compliant method === This needs to be developed. This sub-page is created so we can make video notes. We can watch a video and then we can make video notes. We must do the video notes by following [[Wikiversity:Research ethics]] and "Do no harm". How to do that can be tricky. "Do no harm" links to Wikipedia because we don't have our own resource where we help you how to do that. === method of interacting with draft and other pages on Wikiversity === "AI Mode" by Google can be used to get inspired by what kind of things to focus on, including if one thinks they started "blathering" and the text started to grow 'for no apparent reason' because the user landed in a "non-productive behavior" and the repeating themselves kept going on and on. Prompts that generate questions and other things could be added into a subsection of this draft research === Video Notes before the creation of a more 'stable' method that adheres to "Do no harm" === * [[/Method_development_through_video_notes|Video Notes]] == Questions that might encourage the development of this idea and its methodology == Questions that encouraged certain dates of time: * June 16: Two months after the creation of the project some 'basic form' of a/- hypothes-is/-es should exist. ie. measuring rapport. How rapport can/will be measured. What tools can be used. How one makes "first contact" with people. Challenges and work to be done regarding the "main hypothesis". This is a prediction. Time will tell if a "main hypothesis" will be ready by June 16. '''The New Way: 100% human generated questions and answers''': If a student/contributor figures out their own questions without the help of an AI/"AI"/LLM please contribute in this section. Otherwise go to "The Old Way" section and contribute there. Questions in no particular order: * Is this "idea" testable? - It is in the plans for it to be testable '''but not testable yet'''. * Is it possible to create one or more hypotheses based on this "idea"? - Multiple hypotheses have been made but never published. Plan is to publish hypotheses related to the "idea" in the future. * Is there a hypothesis or a number of hypotheses related to the idea? ** Can this idea be proven false? - It can not yet be proven false considering a hypothesis is not currently described. Goal is to have a hypothesis at least before June 16, 2026 which is 2 months roughly after the first creation of the page. A basic hypothesis structure may/should exist by then but a complete hypothesis being created that is "perfect in some ways" that can't be predicted yet. '''The Old Way''' This is for any AI/LLM that is available to you. Please document the output here and if you want to contribute the input prompts and more specific details go to the subpage [[Draft:The_Neurodiversity-inspired_Idea/AI_Prompt_History_for_Questions]] Questions and 'follow up'-/improved questions generated by Google "AI Mode": * What is missing right now? ** "Improved" version: "What key sections are missing from this research draft to meet Wikiversity standards?" * How will we know if the idea is working? == Naming Suggestions == Feel free to edit/modify or remove content in this section. Example name ideas: * Pre-research: Observations made inside psychiatry spectrums * Psychiatric Spectrum Specifications ''These names should probably not be used but were kept for inspiring questions in readers'': * Next-Gen Brain Types * Next-Gen Sociology * Next-Gen Neurotypes == Potential best-case uses of "idea" if fully developed == This section is for expected best-case uses for the "idea" if fully developed. Probably best to keep this section short. Assumptions may develop from it otherwise. Maybe max 5 items? * Could assist in better matchmaking in relationships where "compatibility"/"rapport" is important. * Better matchmaking in romantic relationships. * Companies may get a better idea on what education to send some of their employees where they can develop their skills the most. == References/in-Wikiversity-Wikilinks == This section is for linking to specific references: * [2] - [[Draft:The_Neurodiversity-inspired_Idea/AI_Prompt_History_for_Questions#Reference_2]] == Future references to this draft == In the event that other publications start referring to this draft in the future, the template "findsources" is added: {{findsources}} j3hyy8a7d7b9bctwkt2eyplrpwmg0wy 2814681 2814680 2026-06-08T19:14:14Z Dekatriofovia 3058633 /* Potential best-case uses of "idea" if fully developed */ Specifying what "better" means 2814681 wikitext text/x-wiki {{Research project|status=draft}} {{AI-generated}} {{Notice|'''Please excuse mistakes and problems''' this is a work in progress and pages may be published which are unfinished and that contain unfinished sentences and repetitions}} == Explanation regarding {{tl|AI-generated}} template presence on this page == * Some questions that can be asked have been generated where there is a note about it. ("AI Mode" by Google) * If something has been generated by an "AI"/LLM then please make a note of that so the reader knows. Also please document the specific "AI name", ie. "AI Mode", "GPT-5 mini" etc. as long as that name is enough to find the AI/LLM on Wikidata or on Wikipedia. For questions that have been "AI-Generated" this section has been created to document the queries/input: * [[Draft:The Neurodiversity-inspired Idea/AI Prompt History for Questions|Please document your input and output here when interacting with an AI/LLM]] == Hypothes-is/-es == Preliminary date for basics of hypothesis/hypotheses being developed: June 16, 2026. === In preparation for Hypothes-is/-es: Core Assumption Example === Google's "AI Mode" was used on 2026-04-29 and the formation of an "example Core Assumption" was made. The following is input sent to "AI Mode": {{quote|This I posted previously: {{quote|Example of a "Core Assumption": That not "Everybody is different" in brain structure but that some humen show so great similarities between each other that one might say "it is the same brain". If that fails, my idea fails completely.}} This I'm thinking about posting now and I want your output based on this input: Example of a "Core Assumption": That not "Everybody is different" in brain structure but that some humen show so great similarities between each other that one might say "it is the same brain". I assume that that my core assumption and "main idea" can be fully broken by measurement of Rapport. I assume that I can predict better rapport between individuals who interact for the first time compared to a random sample. If that fails, my idea fails completely.}} The system in which predictions are made regarding the related hypotheses are assumed to be found in the data. Studying the data should lead to understanding how to make the predictions in the hypotheses. == Data == There is currently no data. == Original Motivations == This section can list motivations by each user who contributes content or questions to this page. * '''User:ThinkingScience''' My motivation is related to perceived limited progress by psychiatry and getting inspired by writers exploring Neurodiversity topics. I don't feel I have a right to have an opinion about psychiatry considering this idea's methodology is being developed during the publishing(and before) of this edit. It is my hope that if this idea develops how I expect it to it will be an "extra parameter" that some other sciences can use, including psychiatry. It is my hope that this idea will thus help psychiatry develop in a great way though my personal hope is it will help sociology more. * Example user x * Example user y etc. == "Do no harm" == This section can list ideas/comments by users who are trying to do no harm while using their methodology(which should be documented on this page, if possible!): * '''User:ThinkingScience''' Considering I am watching videos of famous people in interviews. I am making notes...my goal should be that not only my public notes are following the "Do no harm" but that my private notes do as well. That can be my goal for now. We'll see how this develops... * Example user x * Example user y etc. Do no harm links from [[Wikiversity:Research ethics]] into Wikipedia with no examples for Wikiversity users specifically, yet. == "Research projects must fully document the methods" == {{quote|Safety - Research must be conducted in a safe and lawful manner. Do no harm.}} An idea for the minimum age of the subjects which are "studied" in a "Do no harm" way, if even possible, might be 29 years of age. There is disagreement regarding the exact age of a person when their brain matures and it may benefit the student/contributor if the "starting age" or "minimum age" is high enough so that a person with a "fully matured brain" also has some experience living with that fully matured brain. 💡💡💡'''Suggestion: 29 minimum years of age for anyone participating in this project.'''💡💡💡 for the sake of "Do no harm"? which is described on [[Wikiversity:Research ethics]] that links to Wikipedia. This section needs work. One of the methodologies is to watch a video, ie. a video interview of famous people or footage where the researcher has gotten legal access and specific consent from any person appearing in the video footage. Methodologies need to be developed where data is gathered in a way that adheres to "Do no harm". === Focusing on creating a "Do no harm"-compliant method === This needs to be developed. This sub-page is created so we can make video notes. We can watch a video and then we can make video notes. We must do the video notes by following [[Wikiversity:Research ethics]] and "Do no harm". How to do that can be tricky. "Do no harm" links to Wikipedia because we don't have our own resource where we help you how to do that. === method of interacting with draft and other pages on Wikiversity === "AI Mode" by Google can be used to get inspired by what kind of things to focus on, including if one thinks they started "blathering" and the text started to grow 'for no apparent reason' because the user landed in a "non-productive behavior" and the repeating themselves kept going on and on. Prompts that generate questions and other things could be added into a subsection of this draft research === Video Notes before the creation of a more 'stable' method that adheres to "Do no harm" === * [[/Method_development_through_video_notes|Video Notes]] == Questions that might encourage the development of this idea and its methodology == Questions that encouraged certain dates of time: * June 16: Two months after the creation of the project some 'basic form' of a/- hypothes-is/-es should exist. ie. measuring rapport. How rapport can/will be measured. What tools can be used. How one makes "first contact" with people. Challenges and work to be done regarding the "main hypothesis". This is a prediction. Time will tell if a "main hypothesis" will be ready by June 16. '''The New Way: 100% human generated questions and answers''': If a student/contributor figures out their own questions without the help of an AI/"AI"/LLM please contribute in this section. Otherwise go to "The Old Way" section and contribute there. Questions in no particular order: * Is this "idea" testable? - It is in the plans for it to be testable '''but not testable yet'''. * Is it possible to create one or more hypotheses based on this "idea"? - Multiple hypotheses have been made but never published. Plan is to publish hypotheses related to the "idea" in the future. * Is there a hypothesis or a number of hypotheses related to the idea? ** Can this idea be proven false? - It can not yet be proven false considering a hypothesis is not currently described. Goal is to have a hypothesis at least before June 16, 2026 which is 2 months roughly after the first creation of the page. A basic hypothesis structure may/should exist by then but a complete hypothesis being created that is "perfect in some ways" that can't be predicted yet. '''The Old Way''' This is for any AI/LLM that is available to you. Please document the output here and if you want to contribute the input prompts and more specific details go to the subpage [[Draft:The_Neurodiversity-inspired_Idea/AI_Prompt_History_for_Questions]] Questions and 'follow up'-/improved questions generated by Google "AI Mode": * What is missing right now? ** "Improved" version: "What key sections are missing from this research draft to meet Wikiversity standards?" * How will we know if the idea is working? == Naming Suggestions == Feel free to edit/modify or remove content in this section. Example name ideas: * Pre-research: Observations made inside psychiatry spectrums * Psychiatric Spectrum Specifications ''These names should probably not be used but were kept for inspiring questions in readers'': * Next-Gen Brain Types * Next-Gen Sociology * Next-Gen Neurotypes == Potential best-case uses of "idea" if fully developed == This section is for expected best-case uses for the "idea" if fully developed. Probably best to keep this section short. Assumptions may develop from it otherwise. Maybe max 5 items? * Could assist in better matchmaking in relationships where "compatibility"/"rapport" is important. Where collaboration is important and there is a desire for communication with less friction than any random picking of co-workers. * Better matchmaking in romantic relationships. "Better" in the way of a more "exact" match. The way of thinking here is more similar rather than less in the way the brain is structured. How the personality of the 2 people changed over the years, that is probably not much affected by this. * Companies may get a better idea on what education to send some of their employees where they can develop their skills the most. == References/in-Wikiversity-Wikilinks == This section is for linking to specific references: * [2] - [[Draft:The_Neurodiversity-inspired_Idea/AI_Prompt_History_for_Questions#Reference_2]] == Future references to this draft == In the event that other publications start referring to this draft in the future, the template "findsources" is added: {{findsources}} cx3uci8mcz5gten61ghtlaqgc4wkpj8 2814682 2814681 2026-06-08T19:40:52Z Dekatriofovia 3058633 /* Hypothes-is/-es */ this is not completely clear but it is more clear in how to setup a hypothesis and what the goal is 2814682 wikitext text/x-wiki {{Research project|status=draft}} {{AI-generated}} {{Notice|'''Please excuse mistakes and problems''' this is a work in progress and pages may be published which are unfinished and that contain unfinished sentences and repetitions}} == Explanation regarding {{tl|AI-generated}} template presence on this page == * Some questions that can be asked have been generated where there is a note about it. ("AI Mode" by Google) * If something has been generated by an "AI"/LLM then please make a note of that so the reader knows. Also please document the specific "AI name", ie. "AI Mode", "GPT-5 mini" etc. as long as that name is enough to find the AI/LLM on Wikidata or on Wikipedia. For questions that have been "AI-Generated" this section has been created to document the queries/input: * [[Draft:The Neurodiversity-inspired Idea/AI Prompt History for Questions|Please document your input and output here when interacting with an AI/LLM]] == Hypothes-is/-es == Preliminary date for basics of hypothesis/hypotheses being developed: June 16, 2026. === In preparation for Hypothes-is/-es: Core Assumption Example === Google's "AI Mode" was used on 2026-04-29 and the formation of an "example Core Assumption" was made. The following is input sent to "AI Mode": {{quote|This I posted previously: {{quote|Example of a "Core Assumption": That not "Everybody is different" in brain structure but that some humen show so great similarities between each other that one might say "it is the same brain". If that fails, my idea fails completely.}} This I'm thinking about posting now and I want your output based on this input: Example of a "Core Assumption": That not "Everybody is different" in brain structure but that some humen show so great similarities between each other that one might say "it is the same brain". I assume that that my core assumption and "main idea" can be fully broken by measurement of Rapport. I assume that I can predict better rapport between individuals who interact for the first time compared to a random sample. If that fails, my idea fails completely.}} The system in which predictions are made regarding the related hypotheses are assumed to be found in the data. Studying the data should lead to understanding how to make the predictions in the hypotheses. === Hypothesis: Rapport between dating couples or random strangers meeting etc. === This was written in a hurry 100% by a human so there may be multiple grammar, words that don't exist and spelling and other incoherences(this is probably not even a word). This is a "pre-hypothesis". What is meant with that is that this hypothesis purpose is to "prove" or "disprove" that there is anything at all going on...or not going on. If there is nothing going on at all after "control group in, control group out" etc., then this project could be ended/closed, unless the focus changes or something else is tested that hasn't been tested yet. Sometimes something new is discovered or the significance of a parameter is questioned in the beginning and may matter more later. Regardless, speculation is pointless. The very existence of this project was shaky from the beginning and is still shaky and this hypothesis might help in discovering whether there can be a systematic way of finding rapport between people of either friendship nature or of a romantic/dating nature. If this hypothesis is disproven. Though it should be clear how it can be disproven or proven. The rapport...if there is no significant change in rapport in comparison with control group 1 and 2 then the hypothesis is prove wrong, it is assumed. * Control group 1: "normal group" / "random group" of people selected purely by chance alone. Method of how "by chance" is calculated should be disclosed. Random is also which couples should be matched together, that is the distinctive part of control group 1 and all the control groups, namely whether random matchmaking is worse or better in regards to rapport between the couples. * Control group 2: same "normal group" / "random group" of people selected but the couples that are selected are chosen this time. It is not by randomness at all. Control group 2 is where a "core" of this idea happens. Participants can sign up to make the choosing of the hypothesis, practically each participant who signs up conducts their own hypothesis experiment as long as it's in a "Do no harm" way and it is legal in the country/countries where they are doing the experiment. == Data == There is currently no data. == Original Motivations == This section can list motivations by each user who contributes content or questions to this page. * '''User:ThinkingScience''' My motivation is related to perceived limited progress by psychiatry and getting inspired by writers exploring Neurodiversity topics. I don't feel I have a right to have an opinion about psychiatry considering this idea's methodology is being developed during the publishing(and before) of this edit. It is my hope that if this idea develops how I expect it to it will be an "extra parameter" that some other sciences can use, including psychiatry. It is my hope that this idea will thus help psychiatry develop in a great way though my personal hope is it will help sociology more. * Example user x * Example user y etc. == "Do no harm" == This section can list ideas/comments by users who are trying to do no harm while using their methodology(which should be documented on this page, if possible!): * '''User:ThinkingScience''' Considering I am watching videos of famous people in interviews. I am making notes...my goal should be that not only my public notes are following the "Do no harm" but that my private notes do as well. That can be my goal for now. We'll see how this develops... * Example user x * Example user y etc. Do no harm links from [[Wikiversity:Research ethics]] into Wikipedia with no examples for Wikiversity users specifically, yet. == "Research projects must fully document the methods" == {{quote|Safety - Research must be conducted in a safe and lawful manner. Do no harm.}} An idea for the minimum age of the subjects which are "studied" in a "Do no harm" way, if even possible, might be 29 years of age. There is disagreement regarding the exact age of a person when their brain matures and it may benefit the student/contributor if the "starting age" or "minimum age" is high enough so that a person with a "fully matured brain" also has some experience living with that fully matured brain. 💡💡💡'''Suggestion: 29 minimum years of age for anyone participating in this project.'''💡💡💡 for the sake of "Do no harm"? which is described on [[Wikiversity:Research ethics]] that links to Wikipedia. This section needs work. One of the methodologies is to watch a video, ie. a video interview of famous people or footage where the researcher has gotten legal access and specific consent from any person appearing in the video footage. Methodologies need to be developed where data is gathered in a way that adheres to "Do no harm". === Focusing on creating a "Do no harm"-compliant method === This needs to be developed. This sub-page is created so we can make video notes. We can watch a video and then we can make video notes. We must do the video notes by following [[Wikiversity:Research ethics]] and "Do no harm". How to do that can be tricky. "Do no harm" links to Wikipedia because we don't have our own resource where we help you how to do that. === method of interacting with draft and other pages on Wikiversity === "AI Mode" by Google can be used to get inspired by what kind of things to focus on, including if one thinks they started "blathering" and the text started to grow 'for no apparent reason' because the user landed in a "non-productive behavior" and the repeating themselves kept going on and on. Prompts that generate questions and other things could be added into a subsection of this draft research === Video Notes before the creation of a more 'stable' method that adheres to "Do no harm" === * [[/Method_development_through_video_notes|Video Notes]] == Questions that might encourage the development of this idea and its methodology == Questions that encouraged certain dates of time: * June 16: Two months after the creation of the project some 'basic form' of a/- hypothes-is/-es should exist. ie. measuring rapport. How rapport can/will be measured. What tools can be used. How one makes "first contact" with people. Challenges and work to be done regarding the "main hypothesis". This is a prediction. Time will tell if a "main hypothesis" will be ready by June 16. '''The New Way: 100% human generated questions and answers''': If a student/contributor figures out their own questions without the help of an AI/"AI"/LLM please contribute in this section. Otherwise go to "The Old Way" section and contribute there. Questions in no particular order: * Is this "idea" testable? - It is in the plans for it to be testable '''but not testable yet'''. * Is it possible to create one or more hypotheses based on this "idea"? - Multiple hypotheses have been made but never published. Plan is to publish hypotheses related to the "idea" in the future. * Is there a hypothesis or a number of hypotheses related to the idea? ** Can this idea be proven false? - It can not yet be proven false considering a hypothesis is not currently described. Goal is to have a hypothesis at least before June 16, 2026 which is 2 months roughly after the first creation of the page. A basic hypothesis structure may/should exist by then but a complete hypothesis being created that is "perfect in some ways" that can't be predicted yet. '''The Old Way''' This is for any AI/LLM that is available to you. Please document the output here and if you want to contribute the input prompts and more specific details go to the subpage [[Draft:The_Neurodiversity-inspired_Idea/AI_Prompt_History_for_Questions]] Questions and 'follow up'-/improved questions generated by Google "AI Mode": * What is missing right now? ** "Improved" version: "What key sections are missing from this research draft to meet Wikiversity standards?" * How will we know if the idea is working? == Naming Suggestions == Feel free to edit/modify or remove content in this section. Example name ideas: * Pre-research: Observations made inside psychiatry spectrums * Psychiatric Spectrum Specifications ''These names should probably not be used but were kept for inspiring questions in readers'': * Next-Gen Brain Types * Next-Gen Sociology * Next-Gen Neurotypes == Potential best-case uses of "idea" if fully developed == This section is for expected best-case uses for the "idea" if fully developed. Probably best to keep this section short. Assumptions may develop from it otherwise. Maybe max 5 items? * Could assist in better matchmaking in relationships where "compatibility"/"rapport" is important. Where collaboration is important and there is a desire for communication with less friction than any random picking of co-workers. * Better matchmaking in romantic relationships. "Better" in the way of a more "exact" match. The way of thinking here is more similar rather than less in the way the brain is structured. How the personality of the 2 people changed over the years, that is probably not much affected by this. * Companies may get a better idea on what education to send some of their employees where they can develop their skills the most. == References/in-Wikiversity-Wikilinks == This section is for linking to specific references: * [2] - [[Draft:The_Neurodiversity-inspired_Idea/AI_Prompt_History_for_Questions#Reference_2]] == Future references to this draft == In the event that other publications start referring to this draft in the future, the template "findsources" is added: {{findsources}} 0nluhwkpp98178ptx6uloes0zpbizi4 2 329353 2814677 2812840 2026-06-08T19:01:31Z Atcovi 276019 blanked 2814677 wikitext text/x-wiki {{Notice|MOVED}} [[Category:Atcovi/OGM & Suicide Poster]] 09kkvy3qxgcp2xyeu0q75imq7k16etg 2814678 2814677 2026-06-08T19:02:13Z Atcovi 276019 https://en.wikiversity.org/w/index.php?title=User:Atcovi/OGM_%26_Suicide/The_Paper&oldid=2812840 2814678 wikitext text/x-wiki {{Notice|MOVED}}[https://en.wikiversity.org/w/index.php?title=User:Atcovi/OGM_%26_Suicide/The_Paper&oldid=2812840 '''Last worked version'''] (May 21, 2026). [[Category:Atcovi/OGM & Suicide Poster]] 4d0eacvw44z2tfsdwnlmby9o59rp36h 0 330044 2814564 2026-06-08T13:44:20Z Marciohendrik 3004944 Defined pulse and explain non how to do it by your own. 2814564 wikitext text/x-wiki While music is determined by, pulse, beats per minute (BPM), and pitch (frequency variations) it is a pre historical fact that music is almost a language to human modern science. '''Pulse''' '''pulse''' is a form of measurement out from natural human movements. In a way to express better it was commonly agreed to be TA-TUM-TUM-TUM (I.E. a square pulse). Tap your knee with an dominant-side open hand and try to accompany with a metronome. A mechanical metronome is advised to learn earlier steps of pulse, tempo and meter. joo12tt7ue4ndp0ywjyt1chwcgqmt0m 2814571 2814564 2026-06-08T13:57:07Z Marciohendrik 3004944 refreshed 2814571 wikitext text/x-wiki While music is determined by, pulse, beats per minute (BPM), and pitch (frequency variations) it is a pre historical fact that music is almost a language to human modern science. '''Pulse''' '''pulse''' is a form of measurement out from natural human movements. In a way to express better it was commonly agreed to be TA-TUM-TUM-TUM (I.E. a square pulse). Tap your knee with an dominant-side open hand and try to accompany with a metronome. A mechanical metronome is advised to learn earlier steps of pulse, tempo and meter. (e.g. song "Taking Control" by Aphex Twin. Track # 24 on "Drukqs" album. https://aphextwin.warp.net/release/71102-aphex-twin-drukqs) How can such track be so in order with pulse? The only form to correspond to multiple machine samplers is by having a tempo determining it all. It all starts with basic notation and writing tools to learn how to be more accurate in pulse. '''Meter''' 5rh4017trvwle0soltw3c15fogrirso 2814572 2814571 2026-06-08T13:57:49Z Marciohendrik 3004944 2814572 wikitext text/x-wiki While music is determined by, pulse, beats per minute (BPM), and pitch (frequency variations) it is a pre historical fact that music is almost a language to human modern science. '''Pulse''' '''pulse''' is a form of measurement out from natural human movements. In a way to express better it was commonly agreed to be TA-TUM-TUM-TUM (I.E. a square pulse). Tap your knee with an dominant-side open hand and try to accompany with a metronome. A mechanical metronome is advised to learn earlier steps of pulse, tempo and meter. (e.g. song "Taking Control" by Aphex Twin. Track # 24 on "Drukqs" album. https://aphextwin.warp.net/release/71102-aphex-twin-drukqs) How can such track be so in order with pulse? The only form to correspond to multiple machine samplers is by having a tempo determining it all. It all starts with basic notation and writing tools to learn how to be more accurate in pulse. '''Meter''' '''Tempo''' kgmgetojixsil1h0v34pz5s813rgap6 2814576 2814572 2026-06-08T14:06:40Z Marciohendrik 3004944 2814576 wikitext text/x-wiki While music is determined by, pulse, beats per minute (BPM), and pitch (frequency variations) it is a pre historical fact that music is almost a language to human modern science. '''Pulse''' '''pulse''' is a form of measurement out from natural human movements. In a way to express better it was commonly agreed to be TA-TUM-TUM-TUM (I.E. a square pulse). Tap your knee with an dominant-side open hand and try to accompany with a metronome. A mechanical metronome is advised to learn earlier steps of pulse, tempo and meter. (e.g. song "Taking Control" by Aphex Twin. Track # 24 on "Drukqs" album. https://aphextwin.warp.net/release/71102-aphex-twin-drukqs) How can such track be so in order with pulse? The only form to correspond to multiple machine samplers is by having a tempo determining it all. It all starts with basic notation and writing tools to learn how to be more accurate in pulse. '''Meter''' There are many complex forms of meter, but the 2/2,3/3 and 4/4 meter are mostly focused in popular music. '''Tempo''' Based in beats per minute, each minute having 60bpm. But this doesn't mean the same as seconds! 99ehe4f8oettde7etsovphssri64t88 2814577 2814576 2026-06-08T14:08:37Z Marciohendrik 3004944 2814577 wikitext text/x-wiki While music is determined by, pulse, beats per minute (BPM), and pitch (frequency variations) it is a pre historical fact that music is almost a language to human modern science. '''Pulse''' '''pulse''' is a form of measurement out from natural human movements. In a way to express better it was commonly agreed to be TA-TUM-TUM-TUM (I.E. a square pulse). Tap your knee with an dominant-side open hand and try to accompany with a metronome. A mechanical metronome is advised to learn earlier steps of pulse, tempo and meter. (e.g. song "Taking Control" by Aphex Twin. Track # 24 on "Drukqs" album. https://aphextwin.warp.net/release/71102-aphex-twin-drukqs) How can such track be so in order with pulse? The only form to correspond to multiple machine samplers is by having a tempo determining it all. It all starts with basic notation and writing tools to learn how to be more accurate in pulse. '''Meter''' There are many complex forms of meter, but the 2/2 (binary) ,3/3 (ternary) and 4/4 (squared) meter are mostly focused in popular music. '''Tempo''' Based in beats per minute, each minute having 60bpm. But this doesn't mean the same as seconds! Therefore is a non-absolute form of measurement for now. 968g1d074x6wclfeijl1f6arkfwb15e 6 330045 2814568 2026-06-08T13:54:56Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2A traditional (20260608 - 20260606) |Source={{own|Young1lim}} |Date=2026-06-08 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2814568 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2A traditional (20260608 - 20260606) |Source={{own|Young1lim}} |Date=2026-06-08 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} ivxyz7bc5qasdievcyuhkiq1f5dc8uv 6 330046 2814569 2026-06-08T13:55:37Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2B simplified (20260608 - 20260606) |Source={{own|Young1lim}} |Date=2026-06-08 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2814569 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2B simplified (20260608 - 20260606) |Source={{own|Young1lim}} |Date=2026-06-08 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 68voj7nppdrflhams4k3o8ooozgqu2u 6 330047 2814575 2026-06-08T14:04:11Z Young1lim 21186 {{Information |Description=C04.SA0: Address and Dereference Operators (20260608 - 20260606) |Source={{own|Young1lim}} |Date=2026-06-08 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2814575 wikitext text/x-wiki == Summary == {{Information |Description=C04.SA0: Address and Dereference Operators (20260608 - 20260606) |Source={{own|Young1lim}} |Date=2026-06-08 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} dxhq87eaj5aiw3y4oumjcgs8rojz6xa 14 330048 2814583 2026-06-08T14:14:30Z Atcovi 276019 Create. 2814583 wikitext text/x-wiki [[Category:Child psychology]] o7i6297t22j53szvur5dqz3amkx5wd5 0 330049 2814629 2026-06-08T15:47:21Z Andy?yes 3006471 Created page with "See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of M</big><big>icroeconomics 3e</big> == == Summary == ''Principles of Microeconomics 3e'' covers the scope and sequence of most one semester introductory microeconomics courses. The third edition takes a balanced approach to the theory and application of microeconomics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples u..." 2814629 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of M</big><big>icroeconomics 3e</big> == == Summary == ''Principles of Microeconomics 3e'' covers the scope and sequence of most one semester introductory microeconomics courses. The third edition takes a balanced approach to the theory and application of microeconomics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world applications. The third edition has been carefully and thoroughly updated to reflect recent developments, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. * OpenStax Principles of Microeconomics 3e (original content). Available as pdf or web view. * OpenStax Principles of Microeconomics 3e audiobook Available as audio textbook. mz49kkpimq8lf72d4c1snk0xb66y1q8 2814632 2814629 2026-06-08T15:51:48Z Andy?yes 3006471 /* Summary */ 2814632 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of M</big><big>icroeconomics 3e</big> == == Summary == ''Principles of Microeconomics 3e'' covers the scope and sequence of most one semester introductory microeconomics courses. The third edition takes a balanced approach to the theory and application of microeconomics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world applications. The third edition has been carefully and thoroughly updated to reflect recent developments, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. * [https://openstax.org/details/books/principles-microeconomics-3e OpenStax Principles of Microeconomics 3e] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/principles-of-microeconomics-3e/ OpenStax Principles of Microeconomics 3e audiobook] Available as audio textbook. * [https://www.youtube.com/watch?v=TXpkcRGeAQ0 OpenStax Principles of Microeconomics 3e] (Chapter 1 on YouTube) cerfr4yalf75d52x74zqo5z8xagx4t3 0 330050 2814633 2026-06-08T15:53:23Z Andy?yes 3006471 Created page with "See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of</big> <big>Economics 3e</big> == == Summary == ''Principles of Economics 3e'' covers the scope and sequence of most introductory economics courses. The third edition takes a balanced approach to the theory and application of economics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-worl..." 2814633 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of</big> <big>Economics 3e</big> == == Summary == ''Principles of Economics 3e'' covers the scope and sequence of most introductory economics courses. The third edition takes a balanced approach to the theory and application of economics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world scenarios. The third edition has been carefully and thoroughly updated to reflect current data and understanding, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. Brief references and deeply explored socio-political examples have been updated to showcase the critical – and sometimes unnoticed – ties between economic developments and topics relevant to students. * OpenStax Principles of Economics 3e (original content). Available as pdf or web view. * OpenStax Principles of Economics 3e audiobook Available as audio textbook. b3r5h3besd7amq3l01805xoddw5odhd 2814634 2814633 2026-06-08T15:54:14Z Andy?yes 3006471 /* Summary */ 2814634 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Principles of</big> <big>Economics 3e</big> == == Summary == ''Principles of Economics 3e'' covers the scope and sequence of most introductory economics courses. The third edition takes a balanced approach to the theory and application of economics concepts. The text uses conversational language and ample illustrations to explore economic theories, and provides a wide array of examples using both fictional and real-world scenarios. The third edition has been carefully and thoroughly updated to reflect current data and understanding, as well as to provide a deeper background in diverse contributors and their impacts on economic thought and analysis. For example, the third edition highlights the research and views of a broader group of economists. Brief references and deeply explored socio-political examples have been updated to showcase the critical – and sometimes unnoticed – ties between economic developments and topics relevant to students. * [https://openstax.org/details/books/principles-economics-3e OpenStax Principles of Economics 3e] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/principles-of-economics-3e/ OpenStax Principles of Economics 3e audiobook] Available as audio textbook. 2cwb7gkfxcvw483508m7sagszb43qxe 0 330051 2814635 2026-06-08T15:56:14Z Andy?yes 3006471 Created page with " See also [[OpenStax]] == <big>OpenStax</big> <big>College Success Concise</big> == == Summary == OpenStax ''College Success'' ''Concise'' serves First Year Experience, Student Success, and College Transition courses, and can also be used as a supplementary resource in courses across the curriculum. With the input of hundreds of instructors and academic success experts, the authors carefully prioritized the most critical topics to align to briefer courses. The offering..." 2814635 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>College Success Concise</big> == == Summary == OpenStax ''College Success'' ''Concise'' serves First Year Experience, Student Success, and College Transition courses, and can also be used as a supplementary resource in courses across the curriculum. With the input of hundreds of instructors and academic success experts, the authors carefully prioritized the most critical topics to align to briefer courses. The offering covers material such as college culture, time management, mindset, study skills, test preparation, financial literacy, health, and planning for the future. While much of the material is very similar to the original ''College Success'' book, this version was holistically edited and updated. Users will see additions such as a new section on group work and greatly expanded coverage of stress management and wellbeing. * OpenStax College Success Concise (original content). Available as pdf or web view. * OpenStax College Success Concise audiobook Available as audio textbook. bio0j8gq0ggvknl2xuqnjcs60yhwcey 2814636 2814635 2026-06-08T15:56:59Z Andy?yes 3006471 2814636 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>College Success Concise</big> == == Summary == OpenStax ''College Success'' ''Concise'' serves First Year Experience, Student Success, and College Transition courses, and can also be used as a supplementary resource in courses across the curriculum. With the input of hundreds of instructors and academic success experts, the authors carefully prioritized the most critical topics to align to briefer courses. The offering covers material such as college culture, time management, mindset, study skills, test preparation, financial literacy, health, and planning for the future. While much of the material is very similar to the original ''College Success'' book, this version was holistically edited and updated. Users will see additions such as a new section on group work and greatly expanded coverage of stress management and wellbeing. * [https://openstax.org/details/books/college-success-concise OpenStax College Success Concise] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/college-success-concise/ OpenStax College Success Concise audiobook] Available as audio textbook. j7oxg56or01t7lgv7l9dwhqqriwu1l7 0 330052 2814637 2026-06-08T15:58:24Z Andy?yes 3006471 Created page with " See also [[OpenStax]] == <big>OpenStax</big> <big>Organizational Behavior</big> == == Summary == This OpenStax resource aligns to introductory courses in Organizational Behavior. The text presents the theory, concepts, and applications with particular emphasis on the impact that individuals and groups can have on organizational performance and culture. An array of recurring features engages students in entrepreneurial thinking, managing change, using tools/technology,..." 2814637 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Organizational Behavior</big> == == Summary == This OpenStax resource aligns to introductory courses in Organizational Behavior. The text presents the theory, concepts, and applications with particular emphasis on the impact that individuals and groups can have on organizational performance and culture. An array of recurring features engages students in entrepreneurial thinking, managing change, using tools/technology, and responsible management. * OpenStax Organizational Behavior (original content). Available as pdf or web view. * OpenStax Organizational Behavior audiobook Available as audio textbook. mlv33akqwlnigvcztoa8guls40k97qv 2814638 2814637 2026-06-08T15:58:59Z Andy?yes 3006471 /* Summary */ 2814638 wikitext text/x-wiki See also [[OpenStax]] == <big>OpenStax</big> <big>Organizational Behavior</big> == == Summary == This OpenStax resource aligns to introductory courses in Organizational Behavior. The text presents the theory, concepts, and applications with particular emphasis on the impact that individuals and groups can have on organizational performance and culture. An array of recurring features engages students in entrepreneurial thinking, managing change, using tools/technology, and responsible management. * [https://openstax.org/details/books/organizational-behavior OpenStax Organizational Behavior] (original content). Available as pdf or web view. * [https://audileo.com/audiobooks/openstax/organizational-behavior/ OpenStax Organizational Behavior audiobook] Available as audio textbook. 84omxhzir1lpk9dd7w67rr9gpt9ypa6 2 330053 2814652 2026-06-08T16:39:18Z Atcovi 276019 Create. 2814652 wikitext text/x-wiki * [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing]] * [[User:Atcovi/PSYC322 Essays/The Movie 8th Grade and Adolescent Psychology|The Movie 8th Grade and Adolescent Psychology]] czfntfbk2ybrgw4jgtb7e4k28xt3j6d 2814653 2814652 2026-06-08T16:39:41Z Atcovi 276019 cat 2814653 wikitext text/x-wiki * [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing]] * [[User:Atcovi/PSYC322 Essays/The Movie, 8th Grade, and Adolescent Psychology|The Movie, 8th Grade, and Adolescent Psychology]] [[Category:Atcovi's Work]] nl2hfdckx1j7sr0vgve9euh9ch9957c 2814654 2814653 2026-06-08T16:40:36Z Atcovi 276019 main course link 2814654 wikitext text/x-wiki Main course: [[PSYC322 - Adolescent Psychology]] * [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing]] * [[User:Atcovi/PSYC322 Essays/The Movie, 8th Grade, and Adolescent Psychology|The Movie, 8th Grade, and Adolescent Psychology]] [[Category:Atcovi's Work]] m0v6dz1oas5ncn4skefoydssfrdw4ck 2814655 2814654 2026-06-08T16:41:03Z Atcovi 276019 2814655 wikitext text/x-wiki {{Collection}} Main course: [[PSYC322 - Adolescent Psychology]] * [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing]] * [[User:Atcovi/PSYC322 Essays/The Movie, 8th Grade, and Adolescent Psychology|The Movie, 8th Grade, and Adolescent Psychology]] [[Category:Atcovi's Work]] 9hqeme7lp5gj2j33ar6n5iodzonbbd2 2814658 2814655 2026-06-08T16:43:13Z Atcovi 276019 User:Atcovi/PSYC322 Essays 2814658 wikitext text/x-wiki {{Collection}} Main course: [[PSYC322 - Adolescent Psychology]] * [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing]] * [[User:Atcovi/PSYC322 Essays/The Movie, 8th Grade, and Adolescent Psychology|The Movie, 8th Grade, and Adolescent Psychology]] [[Category:Atcovi/PSYC322 Essays]] 3nngvbmkg08jswki289gbfixhqh5jb1 2 330054 2814656 2026-06-08T16:41:49Z Atcovi 276019 Create. 2814656 wikitext text/x-wiki {{paper}} {{assignment}} {{psychology}} {{tertiary}} {{complete}} Movies are a source of information and entertainment for viewers. The paper assesses the accuracy of adolescent development as depicted in the movie 8th Grade, specifically the main character’s use of executive function. The aspects of executive function that will be scrutinized are risk-taking in certain situations and the differences between hot executive functioning in emotionally charged scenarios and cold executive functioning in situations with less emotional pressure. Executive function, as explained in Santrock (2025), refers to a plethora of cognitive processes that entail advanced thinking, including making decisions, creative thinking, and assessing a situation and critically contemplating the best course of action to take (p. 102). Executive function can be broken down into the following: cold executive function and hot executive function. Cold executive function consists of cognitive activities that are performed consciously and are characterized by logical thinking and critical analysis, while hot executive function is steered by emotions (p. 103). Even though executive functioning is pivotal for an adolescent’s development, adolescents tend to favor risky decisions without contemplating the long-term repercussions of such decisions, reflecting the ongoing development of the prefrontal cortex to which executive function is linked (p. 61; p. 103). An example from the movie that demonstrates an adolescent’s executive functioning is when the protagonist, 13-year-old Kayla Day, insinuates that she has nudes of herself on her phone and lies that she was experienced at oral sex to impress a boy she had feelings for during a fire drill at her middle school. In this situation, Kayla demonstrated hot executive function, acting based on her emotions and her desire to impress him. Additionally, Kayla’s decision was made without consideration for potential consequences. Lastly, Kayla’s actions in this specific scenario contradict the advice she gave on her YouTube channel about the importance of being one's authentic self, highlighting the differences between cold executive functioning without emotional pressure (advice given in her YouTube videos) and hot executive functioning with emotional pressure (the desire to impress a crush). The scene in the movie matches remarkably well with what is discussed in the textbook regarding adolescent executive function. Santrock (2025) describes both distinct, contrasting aspects of executive functioning that are demonstrated in the movie. The concept of hot executive functioning, cognitive operations being “driven by emotions”, is accurately demonstrated by Kayla’s desire to impress her crush by lying about her sexual expertise (p. 103). In this scenario, Kayla also matches a likelihood for adolescents her age with the decision to lie: making decisions “without considering the long-term consequences” of such actions (Santrock, 2025, p. 103). Kayla’s decision-making under emotional pressure differs from the logical thinking she demonstrated earlier in the movie, where she urged her followers to be their ‘authentic self’ and to ‘not care about what other people think’. Santrock (2025) terms conscious controls “driven by logical thinking and critical analysis” as cold executive functioning, a stark difference from the type of thinking she displayed at her middle school (p. 103). Overall, the movie portrayed Kayla Day in ways that are consistent with the executive functioning of a typical adolescent, as described in the textbook. The movie, 8th Grade, portrayed adolescent development accurately in accordance with the textbook. The main character, Kayla Day, demonstrated both categories of executive functioning in the movie. Kayla demonstrated hot executive functioning when she lied about her sexual experiences to impress her crush, and she demonstrated cold executive functioning when she encouraged her social media audience to be authentic. Kayla also fit the textbook’s depiction of risky decision-making, characteristic of adolescents, when she went out of her way to lie to her crush about an area of expertise she never had exposure to. The portrayal of adolescent development in the movie highlights the developing cognition that teens experience, and the emotional pressure of certain situations can cause significant differences in decision-making. ==References== * Santrock, J. W. (2025). Adolescence (19th ed.). McGraw Hill Higher Education of7q8d1866edkqr1lrs9zk5bp7uad3n 2814657 2814656 2026-06-08T16:42:54Z Atcovi 276019 2814657 wikitext text/x-wiki {{paper}} {{assignment}} {{psychology}} {{tertiary}} {{complete}} Movies are a source of information and entertainment for viewers. The paper assesses the accuracy of adolescent development as depicted in the movie ''[[w:Eighth_Grade_(film)|8th Grade]]'', specifically the main character’s use of executive function. The aspects of executive function that will be scrutinized are risk-taking in certain situations and the differences between hot executive functioning in emotionally charged scenarios and cold executive functioning in situations with less emotional pressure. Executive function, as explained in Santrock (2025), refers to a plethora of cognitive processes that entail advanced thinking, including making decisions, creative thinking, and assessing a situation and critically contemplating the best course of action to take (p. 102). Executive function can be broken down into the following: cold executive function and hot executive function. Cold executive function consists of cognitive activities that are performed consciously and are characterized by logical thinking and critical analysis, while hot executive function is steered by emotions (p. 103). Even though executive functioning is pivotal for an adolescent’s development, adolescents tend to favor risky decisions without contemplating the long-term repercussions of such decisions, reflecting the ongoing development of the prefrontal cortex to which executive function is linked (p. 61; p. 103). An example from the movie that demonstrates an adolescent’s executive functioning is when the protagonist, 13-year-old Kayla Day, insinuates that she has nudes of herself on her phone and lies that she was experienced at oral sex to impress a boy she had feelings for during a fire drill at her middle school. In this situation, Kayla demonstrated hot executive function, acting based on her emotions and her desire to impress him. Additionally, Kayla’s decision was made without consideration for potential consequences. Lastly, Kayla’s actions in this specific scenario contradict the advice she gave on her YouTube channel about the importance of being one's authentic self, highlighting the differences between cold executive functioning without emotional pressure (advice given in her YouTube videos) and hot executive functioning with emotional pressure (the desire to impress a crush). The scene in the movie matches remarkably well with what is discussed in the textbook regarding adolescent executive function. Santrock (2025) describes both distinct, contrasting aspects of executive functioning that are demonstrated in the movie. The concept of hot executive functioning, cognitive operations being “driven by emotions”, is accurately demonstrated by Kayla’s desire to impress her crush by lying about her sexual expertise (p. 103). In this scenario, Kayla also matches a likelihood for adolescents her age with the decision to lie: making decisions “without considering the long-term consequences” of such actions (Santrock, 2025, p. 103). Kayla’s decision-making under emotional pressure differs from the logical thinking she demonstrated earlier in the movie, where she urged her followers to be their ‘authentic self’ and to ‘not care about what other people think’. Santrock (2025) terms conscious controls “driven by logical thinking and critical analysis” as cold executive functioning, a stark difference from the type of thinking she displayed at her middle school (p. 103). Overall, the movie portrayed Kayla Day in ways that are consistent with the executive functioning of a typical adolescent, as described in the textbook. The movie, 8th Grade, portrayed adolescent development accurately in accordance with the textbook. The main character, Kayla Day, demonstrated both categories of executive functioning in the movie. Kayla demonstrated hot executive functioning when she lied about her sexual experiences to impress her crush, and she demonstrated cold executive functioning when she encouraged her social media audience to be authentic. Kayla also fit the textbook’s depiction of risky decision-making, characteristic of adolescents, when she went out of her way to lie to her crush about an area of expertise she never had exposure to. The portrayal of adolescent development in the movie highlights the developing cognition that teens experience, and the emotional pressure of certain situations can cause significant differences in decision-making. ==References== * Santrock, J. W. (2025). Adolescence (19th ed.). McGraw Hill Higher Education dw4kykdygulvr3rg7xpwkfhxw6fq314 2814662 2814657 2026-06-08T16:45:37Z Atcovi 276019 [[Category:Atcovi/PSYC322 Essays]] 2814662 wikitext text/x-wiki {{paper}} {{assignment}} {{psychology}} {{tertiary}} {{complete}} Movies are a source of information and entertainment for viewers. The paper assesses the accuracy of adolescent development as depicted in the movie ''[[w:Eighth_Grade_(film)|8th Grade]]'', specifically the main character’s use of executive function. The aspects of executive function that will be scrutinized are risk-taking in certain situations and the differences between hot executive functioning in emotionally charged scenarios and cold executive functioning in situations with less emotional pressure. Executive function, as explained in Santrock (2025), refers to a plethora of cognitive processes that entail advanced thinking, including making decisions, creative thinking, and assessing a situation and critically contemplating the best course of action to take (p. 102). Executive function can be broken down into the following: cold executive function and hot executive function. Cold executive function consists of cognitive activities that are performed consciously and are characterized by logical thinking and critical analysis, while hot executive function is steered by emotions (p. 103). Even though executive functioning is pivotal for an adolescent’s development, adolescents tend to favor risky decisions without contemplating the long-term repercussions of such decisions, reflecting the ongoing development of the prefrontal cortex to which executive function is linked (p. 61; p. 103). An example from the movie that demonstrates an adolescent’s executive functioning is when the protagonist, 13-year-old Kayla Day, insinuates that she has nudes of herself on her phone and lies that she was experienced at oral sex to impress a boy she had feelings for during a fire drill at her middle school. In this situation, Kayla demonstrated hot executive function, acting based on her emotions and her desire to impress him. Additionally, Kayla’s decision was made without consideration for potential consequences. Lastly, Kayla’s actions in this specific scenario contradict the advice she gave on her YouTube channel about the importance of being one's authentic self, highlighting the differences between cold executive functioning without emotional pressure (advice given in her YouTube videos) and hot executive functioning with emotional pressure (the desire to impress a crush). The scene in the movie matches remarkably well with what is discussed in the textbook regarding adolescent executive function. Santrock (2025) describes both distinct, contrasting aspects of executive functioning that are demonstrated in the movie. The concept of hot executive functioning, cognitive operations being “driven by emotions”, is accurately demonstrated by Kayla’s desire to impress her crush by lying about her sexual expertise (p. 103). In this scenario, Kayla also matches a likelihood for adolescents her age with the decision to lie: making decisions “without considering the long-term consequences” of such actions (Santrock, 2025, p. 103). Kayla’s decision-making under emotional pressure differs from the logical thinking she demonstrated earlier in the movie, where she urged her followers to be their ‘authentic self’ and to ‘not care about what other people think’. Santrock (2025) terms conscious controls “driven by logical thinking and critical analysis” as cold executive functioning, a stark difference from the type of thinking she displayed at her middle school (p. 103). Overall, the movie portrayed Kayla Day in ways that are consistent with the executive functioning of a typical adolescent, as described in the textbook. The movie, 8th Grade, portrayed adolescent development accurately in accordance with the textbook. The main character, Kayla Day, demonstrated both categories of executive functioning in the movie. Kayla demonstrated hot executive functioning when she lied about her sexual experiences to impress her crush, and she demonstrated cold executive functioning when she encouraged her social media audience to be authentic. Kayla also fit the textbook’s depiction of risky decision-making, characteristic of adolescents, when she went out of her way to lie to her crush about an area of expertise she never had exposure to. The portrayal of adolescent development in the movie highlights the developing cognition that teens experience, and the emotional pressure of certain situations can cause significant differences in decision-making. ==References== * Santrock, J. W. (2025). Adolescence (19th ed.). McGraw Hill Higher Education [[Category:Atcovi/PSYC322 Essays]] am19zokbzcrww0f19zuoejcshmj6mne 14 330055 2814659 2026-06-08T16:43:38Z Atcovi 276019 Create. 2814659 wikitext text/x-wiki [[Category:Atcovi's Work]] awl4tujs6gdyka28s7hhor43p9y7t2z 2814661 2814659 2026-06-08T16:44:27Z Atcovi 276019 2814661 wikitext text/x-wiki [[Category:Atcovi's Work]] [[Category:Essays]] 1w98lo78fmymbbinjkozf2picu2amz0 2 330056 2814668 2026-06-08T16:52:25Z Atcovi 276019 Create. 2814668 wikitext text/x-wiki {{bibliography}} Cunningham, Michael H. ''Wake of the Warrior: Terrorism on the Coastal Waters of New England'', Xlibris, Lexington, KY, 2010. The book titled “''Wake of the Warrior: Terrorism on the Coastal Waters of New England”'' is written by Micheal H. Cunningham. Cunningham wrote the fictional ''Wake of the Warrior: Terrorism on the Coastal Waters of New England'' based on his real-life maritime experiences. The book zooms into the life of an Algerian terrorist named Mubbaligh. Motivated by being rejected by America to move to the country, he ambitiously plans out a terrorist attack in a post-9/11 America. Although this book is fictional, I plan on using this book to detail the motives & planning mechanisms of an extremist who is willing to sacrifice their life to destroy the West. Good Morning Britain. “Ex-Islamic Extremist Adam Deen Says Terrorists Think They Are ‘Serving God’ | Good Morning Britain” ''YouTube'', 24 May. 2017, <nowiki>https://www.youtube.com/watch?v=4e93rcFlMAA</nowiki> This is a YouTube video published by ''Good Morning Britain'', a British newscasting channel. In this video, a former Islamic Extremist is interviewed on the terrorist mindset. Adam Deen explains that he was radicalized by a group of Muslims who propagated an extremist version of the religion. He was, in his own words, at the “wrong place at the wrong time”. He explains the terrorist mindset and how a terrorist justifies killing innocent children in the “name of God”. He states that the terrorist is 100% convinced that he is “fighting for God”. I will be using this video as an explanation of the terrorist mindset. Stephens, William, et al. “Preventing Violent Extremism: A Review of the Literature.” ''Studies in Conflict & Terrorism'', vol. 44, no. 4, 2019, pp. 346–361., <nowiki>https://doi.org/10.1080/1057610x.2018.1543144</nowiki>. This is a peer-reviewed article titled “Preventing Violent Extremism: A Review of the Literature” and is part of the ''Studies in Conflict & Terrorism'' journal. The authors are William Stephens, Stijn Sieckelinck, and Hans Boutellier. These are all established researchers at the University of Amsterdams in the Netherlands. The following article dwells on a general overview of preventing violent extremism. This specific article suggests that a “social-ecological perspective” on “resilience” would be a possible solution to extremism. An example of this mentioned in the article is that a “resilient community” would prevent extremism from happening in the first place by maintaining active communication, deep dialogue, and meaningful connections amongst the population. I’m using this source as another approach & perspective to tackling extreme terrorism. Simons, Greg. “Islamic Extremism and the War for Hearts and Minds.” ''Global Affairs'', vol. 2, no. 1, 11 Mar. 2016, pp. 91–99., <nowiki>https://doi.org/10.1080/23340460.2016.1152446</nowiki>. This is a peer-reviewed article titled “Islamic Extremism and the War for Hearts and Minds.” and is part of the ''Global Affairs'' journal. The author is Greg Simons of the Swedish National Defense College in Sweden. The following article extensively looks into two pieces of media that propagate Islamic extremism, ''Inspire'' (Al-Qaeda) and ''Dabiq'' (Islamic State). The author looks into the way that these two newsletters convey Westerners to join their effort in creating a “pure Islamic state”. The newsletters emphasize on the destruction of the West and the actions of Western countries against the Muslims rather than an explanation of why it would be preferable to be in ISIS-held territory vs being in Western-held territory. I will be using this resource as an insight on the “Islamic State” and the way they convince people to become extremists and join their cause. Wijsen, Frans. “‘There Are Radical Muslims and Normal Muslims’: An Analysis of the Discourse on Islamic Extremism.” ''Religion'', vol. 43, no. 1, 18 Dec. 2012, pp. 70–88., <nowiki>https://doi.org/10.1080/0048721x.2013.742745</nowiki>. This is a peer-reviewed article titled “‘There Are Radical Muslims and Normal Muslims’: An Analysis of the Discourse on Islamic Extremism.” and is part of the ''Religion'' journal. The author is Frans Wijsen of Radboud University in the Netherlands. The following article looks into discourse analysis and its impact on extremism. Discourse analysis is the study of language & dialogues. Frans Wijsen looks into the Muslim-Christian relations in Tanzania & Indonesia. Both countries experience positive relations with each other and try their level best to maintain peace and avoid conflict. The only issue lies in the boundary between ‘moderate’ and ‘extremism’, with Christian participants uneducated about the Quran while certain Muslim participants disagreed with extremists but still referred to them as ‘heroes of Islam’. Wijsen concludes that repression of Muslims may be a bigger trigger for extremism rather than a prevention tactic. I’ll be using this resource as a way to analyze communal relations and appropriate approaches to tackling extremism. [[Category:Atcovi's Work]] eidsuwv507tbnveb3pbqpmm321pxaaq 5 330057 2814673 2026-06-08T17:10:50Z Juandev 2651 /* Notice to colloquium */ new section 2814673 wikitext text/x-wiki == Notice to colloquium == What is the sence of noticing community about that? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:10, 8 June 2026 (UTC) k6rn5qx47spswpr84shaubfmbdypf9i 2814674 2814673 2026-06-08T17:12:19Z Juandev 2651 /* Inactive curator template */ new section 2814674 wikitext text/x-wiki == Notice to colloquium == What is the sence of noticing community about that? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:10, 8 June 2026 (UTC) == Inactive curator template == Just a note if this policy is agreet the template should be fixed. No it counts with 2 years. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:12, 8 June 2026 (UTC) p0zmaj3j886k45q9wj2oh20nxqwv5wi 2814676 2814674 2026-06-08T17:29:06Z Juandev 2651 /* Communication with the SSM and deadlines */ new section 2814676 wikitext text/x-wiki == Notice to colloquium == What is the sence of noticing community about that? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:10, 8 June 2026 (UTC) == Inactive curator template == Just a note if this policy is agreet the template should be fixed. No it counts with 2 years. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:12, 8 June 2026 (UTC) == Communication with the SSM and deadlines == A notification on the user's user page is a decent way to communicate with support staff. If they don't respond, it's clear that there's no point in waiting any longer and their rights have been revoked. On the contrary, if they respond, they suspect that they should start working on Wikiversity, but it may happen that they won't, i.e. SSM will respond, but they will continue to be inactive, so they will have another year of "peace". I would probably reduce the inactivity time to '''8 months''' (i.e. 6 months + 2 months, which may take to creat a custodian), but I would leave the response time at a '''month or more'''. I assume that sometimes the reason for inactivity is health problems or personal problems, and in such situations a person is usually not very reactive - i.e. they don't manage to respond quickly to all the requests that come to them. Another reason may be the busy work schedule of university teachers, who, for example, are on the job for 4 months during exams. This means, yes, you have been inactive for a while for some reason and then someone invites you to return to activity, but you are sick, or you are writing a scientific article, grant report, etc. and you don't have much time right now. Here, it would perhaps require standardized posts for all SSM roles, where a notice would be written that according to the policy, a SSM cannot be inactive for a given period. ''Then a question whether they will resume activity within 2 months.'' Yes - rights retained, no/no answer - rights removed within a month. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:29, 8 June 2026 (UTC) fnej0bmgbhenl0icmzfkl4eozqzsn2v 2 330058 2814685 2026-06-08T21:18:44Z AUBSTRAWBS 3060598 Bringing over from wikipedia 2814685 wikitext text/x-wiki {{userboxtop}} {{userboxbreak|Maths}} {{User Laplace Transform}} {{User:Redolta/Algebra Lover}} {{User Fractals}} {{User:Teinesavaii/Polynesian Userboxes/fractals}} {{User:N4nojohn/Userboxes/Travel Problem}} {{User infinities}} {{User:Reywas92/Userboxes/1112}} {{User:Oldbeeg/userboxes/Euler}} {{User:Rolandog/Userboxes/The answer}} {{User:Scepia/sum of pi2}} {{User:Vigilantcosmicpenguin/Userboxes/monkey_typewriter}} {{userboxbreak|Misc}} {{User White and Nerdy}} {{User:Melodle/Userboxes/Memes}} {{Template:Net neutrality userbox}} {{User:UBX/User blog|param1=your.blog.url|param2=Your Blog's Name}} {{userboxbreak|Cars}} {{user driver license collection}} {{User:UBX/User drive:yes}} {{User:UBX/User traffic3}} {{User:Paedia/userboxes/roundabout}} {{User:Nefariousopus/Userboxes/Gearhead}} {{User:WaddlesJP13/Userbox/Car enthusiast}} {{User:Katangais/Userboxes/User Eland}} {{userboxbreak|Science}} {{User interest science}} {{User support government science research funding}} {{User:Rkott/Userboxes/Cell-Biology/Biblically-Accurate-Protein}} {{userboxbreak|Planes}} {{This User is an Aviation Enthusiast}} {{User:Wackywace/ubx/Airsafety}} {{User:UBX/Airports}} {{userboxbreak|Anime}} {{User:Innotata/Animanga Userbox}} {{User:NoriMori/Userbox/Subs or dubs}} {{User:Akaza/Userboxes/Assassination Classroom}} {{User:Akaza/Userboxes/Black Lagoon}} {{Wikipedia:WikiProject Anime and manga/Userbox/User Bleach 3}} {{User:Tuirse/Bocchi the Rock}} {{User:Akaza/Userboxes/Chainsaw Man}} {{Wikipedia:WikiProject Anime and manga/Userbox/User Geass}} {{User:UBX/Cowboy Bebop Space Cowboy}} {{User:Emdosis/Chip}} {{Wikipedia:WikiProject Anime and manga/Userbox/User Evangelion}} {{Wikipedia:WikiProject Anime and manga/Userbox/Eva01}} {{User:Akaza/Userboxes/Neon Genesis Evangelion}} {{User:Theki/ubx/nerv}} {{User:Akaza/Userboxes/Trigun (4)}} {{User:SenselessRumble/Userboxes/Hunter × Hunter}} {{User:Flimbone08/Userboxes/Vinland Saga (2)}} {{User:AUBSTRAWBS/Userboxes/GATE}} {{User:Tim Foyle/Userboxes/Userbox Maker2}} {{userboxbottom}} Hello and welcome to my user page. I'm AUBSTRAWBS, I like history, art, aerospace and physics and especially any subject that somehow manages to combine them all. Also i really like anime which will be made obvious later on. == About me == I love divulging my personal info online lol. === Stuff === === Sports === === Projects === === Online presence === == People I think are cool == (Disclaimer I have not fully researched these people it is possible they have done bad things that I don't agree with. But with everything I have read about them it seems they be good.) === Marc Isambar(d/t) Brunel === I learnt about this man when i was looking for a subject for a presentation in school. He did many super cool things such as automating the production of pulley blocks, making super beautiful designs for the US Capitol building and building the first tunnel under the river Thames. Also he was the father of Isambard Kingdom Brunel and he has been unfortunately hella overshadowed by his son. [[File:CapitolBuildingMarcBrunel.jpg|thumb|center|250px|Marc Isambard Brunel's design of the capitol building]] == Jokes == === Stutter === Wanna hear a joke, a a a a man walks into a bar. The Bar tender: couldn't have said it better myself. === Cards === Wanna hear another joke, a horse walks into a bar, the bartender asks do you wanna hear a joke. The horse says yes, so the bartender pulls out the 2 of diamonds 3 of diamonds 4 of diamonds 5 of diamonds 6 of diamonds 7 of diamonds 8 of diamonds 9 of diamonds 10 of diamonds jack of diamonds queen of diamonds king of diamonds and the ace of diamonds then the 2 of clubs 3 of clubs 4 of clubs 5 of clubs 6 of clubs 7 of clubs 8 of clubs 9 of clubs 10 of clubs jack of clubs queen of clubs king of clubs and the ace of clubs then the 2 of spades 3 of spades 4 of spades 5 of spades 6 of spades 7 of spades 8 of spades 9 of spades 10 of spades jack of spades queen of spades king of spades and the ace of spades then the 2 of hearts 3 of hearts 4 of hearts 5 of hearts 6 of hearts 7 of hearts 8 of hearts 9 of hearts 10 of hearts jack of hearts queen of hearts king of hearts but I'm missing the ace of hearts can I have your heart to complete my set. The horse says neigh and walks away. [[File:Cat with open mouth.jpg|thumb|User's cat for user page]] {{WikiCookie}} se3kycb0tzbklfzx1tw76cy989o36tl 2814693 2814685 2026-06-08T21:53:12Z AUBSTRAWBS 3060598 userbox baby 2814693 wikitext text/x-wiki {{userboxtop}} {{Userbox | border-c = #000000 | id = [[File:(logo) Gate jieitai kanochi nite, kaku tatakaeri.svg|100x50px]] | id-c = #000000 | id-fc = #000000 | id-s = 14 | info = This user testified in front of the [[National Diet|national diet]] | info-c = #000000 | info-fc = #ffffff | info-s = 8 }}<noinclude>[[Category:Japan political user templates|NationalDiet]]</noinclude> {{userboxbottom}} Hello and welcome to my user page. I'm AUBSTRAWBS, I like history, art, aerospace and physics and especially any subject that somehow manages to combine them all. Also i really like anime which will be made obvious later on. == About me == I love divulging my personal info online lol. === Stuff === === Sports === === Projects === === Online presence === == People I think are cool == (Disclaimer I have not fully researched these people it is possible they have done bad things that I don't agree with. But with everything I have read about them it seems they be good.) === Marc Isambar(d/t) Brunel === I learnt about this man when i was looking for a subject for a presentation in school. He did many super cool things such as automating the production of pulley blocks, making super beautiful designs for the US Capitol building and building the first tunnel under the river Thames. Also he was the father of Isambard Kingdom Brunel and he has been unfortunately hella overshadowed by his son. [[File:CapitolBuildingMarcBrunel.jpg|thumb|center|250px|Marc Isambard Brunel's design of the capitol building]] == Jokes == === Stutter === Wanna hear a joke, a a a a man walks into a bar. The Bar tender: couldn't have said it better myself. === Cards === Wanna hear another joke, a horse walks into a bar, the bartender asks do you wanna hear a joke. The horse says yes, so the bartender pulls out the 2 of diamonds 3 of diamonds 4 of diamonds 5 of diamonds 6 of diamonds 7 of diamonds 8 of diamonds 9 of diamonds 10 of diamonds jack of diamonds queen of diamonds king of diamonds and the ace of diamonds then the 2 of clubs 3 of clubs 4 of clubs 5 of clubs 6 of clubs 7 of clubs 8 of clubs 9 of clubs 10 of clubs jack of clubs queen of clubs king of clubs and the ace of clubs then the 2 of spades 3 of spades 4 of spades 5 of spades 6 of spades 7 of spades 8 of spades 9 of spades 10 of spades jack of spades queen of spades king of spades and the ace of spades then the 2 of hearts 3 of hearts 4 of hearts 5 of hearts 6 of hearts 7 of hearts 8 of hearts 9 of hearts 10 of hearts jack of hearts queen of hearts king of hearts but I'm missing the ace of hearts can I have your heart to complete my set. The horse says neigh and walks away. [[File:Cat with open mouth.jpg|thumb|User's cat for user page]] {{WikiCookie}} nusw7esqia32uajsjoq9bi29o1xyebj 3 330059 2814689 2026-06-08T21:43:41Z Atcovi 276019 /* Welcome */ new section 2814689 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], AUBSTRAWBS!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Atcovi|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! --—[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:43, 8 June 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 4102zoamlhaxkechtca4zc0cdl1z0tl 2 330060 2814695 2026-06-08T21:57:34Z AUBSTRAWBS 3060598 i'm trying to figure out how to create shareable user boxes 2814695 wikitext text/x-wiki {{Userbox | border-c = #000000 | id = [[File:(logo) Gate jieitai kanochi nite, kaku tatakaeri.svg|100x50px]] | id-c = #000000 | id-fc = #000000 | id-s = 14 | info = This user testified in front of the [[National Diet|national diet]] | info-c = #000000 | info-fc = #ffffff | info-s = 8 }} <noinclude></noinclude> r6a5pe7sxiyo9erwbmdups8qo415ux1 3 330061 2814715 2026-06-08T23:42:23Z Biophilic Anchor Method 3091205 /* Biophilic Anchor Method */ new section 2814715 wikitext text/x-wiki == Biophilic Anchor Method == = 🌿 Redefining Resilience: The Biophilic Anchor Method (BAM) = We are treating burnout, anxiety, and addiction loops the wrong way. We ask people to sit still and think their way out of a physiological crisis. It’s time to go back to basics. Back to Mother Nature. The '''Biophilic Anchor Method (BAM)''' is not a pet channel, a meditation group, or traditional clinical therapy. It is a structured, sensory‑first protocol that pulls from environmental psychology, affective neuroscience, and recovery research. BAM is a daily grounding practice that uses small, living ecosystems—what we call '''Biophilic Pets'''—to create inner balance, emotional regulation, and addiction resilience. It is an accessible, low-stakes practice that yields high-impact neurological returns. === 🔍 The Foundation: Intelligence Meets Neuroscience === This method was not born in a traditional wellness retreat; it was developed through the lens of forensic intelligence and behavioral science. My background includes an Honours Bachelor of Crime & Intelligence Analysis, a postgraduate diploma in Addictions and Community Services, and specialized certifications in Neuro‑Linguistic Programming (Master Level) and forensic psychology. Why does an intelligence analyst build terrariums? Because both fields rely on '''advanced pattern recognition'''. Drawing on coursework in relapse prevention, pharmacology, and OSINT, this multidisciplinary framework allows us to identify hidden behavioral loops, engineer ethical safeguards, and fundamentally rewire the human nervous system using biological tools. === 🦎 What is a "Biophilic Pet"? === It is not a traditional pet. It is not a cat, a dog, or a bird. A Biophilic Pet is an "Anchor Node." It can be a sealed moss jar with a small isopod sanctuary, a desktop shrimp biome, an intelligent snake species, or even a heavy, polished stone resting beside your keyboard. By design, a Biophilic Pet asks almost nothing of you, yet gives a quiet, predictable sensory return. Our goal is for these Anchors to be entirely stress‑free, convenient, time‑manageable, and affordable. === 🧠 Why BAM Works: The Science Beneath the Surface === Most wellness tools ask you to close your eyes and focus inward. BAM asks you to open your eyes and watch a moss jar, touch a polished stone, or mist an isopod sanctuary. That difference is not aesthetic—it is a neurological "hack." Beneath the moss and the dirt lies a cascade of evidence‑informed mechanisms that change how your brain processes stress, fear, and reward: * '''1. Biophilia (The Genetic Blueprint):''' Edward O. Wilson defined biophilia as “the innate tendency to focus on life and lifelike processes.” This is our evolutionary heritage. When you place a desktop sanctuary within arm’s reach, you are not decorating—you are feeding a sensory hunger that modern indoor environments starve. * '''2. Attention Restoration Theory (Soft Fascination):''' Urban life demands "hard attention" (screens, notifications, traffic), which depletes executive function and amplifies rumination. A Biophilic Pet provides ''soft fascination''. Your brain doesn't have to work hard to watch a shrimp graze on algae, yet it restores cognitive control as if you had been meditating for an hour. * '''3. Nature as Medicine:''' Roger Ulrich’s landmark 1984 study in ''Science'' proved that surgical patients with a window view of nature had shorter hospital stays and required fewer painkillers. Active, daily engagement with a living micro‑ecosystem measurably regulates the nervous system, reducing the stress biomarkers that feed addictive loops. * '''4. Tactile Grounding (The Circuit Breaker):''' Research shows that sensory‑motor experiences substitute for real events in the brain’s associative system. Holding a cool, polished Anchor Stone when a craving arises does not just "distract" you; it competes directly for neural resources. It literally crowds out the rumination network. * '''5. Active Care vs. Passive Rest:''' In 2011, researchers found that gardening reduced cortisol significantly faster than reading indoors. The act of tending—micro‑mending, misting, adjusting—engages agency, predictability, and low‑stakes mastery. Those are the exact three elements that addictive disorders erode. BAM rebuilds them one misting at a time. * '''6. Perceptual Revision (Rewiring Disgust):''' We use ''Controlled Aversive Exposure'' to intentionally rewire the brain. Disgust is processed through the insula, not the amygdala. When you lean into the "dirt"—gently touching an isopod or observing a calm snake—you are physically rewriting the synaptic weights that once signaled "danger." The same neuroplasticity that builds compulsive loops can build new, life‑affirming ones. [[User:Biophilic Anchor Method|Biophilic Anchor Method]] ([[User talk:Biophilic Anchor Method|discuss]] • [[Special:Contributions/Biophilic Anchor Method|contribs]]) 23:42, 8 June 2026 (UTC) f43jazc378xsbkwmjv409dmlpfm11jj 14 330062 2814720 2026-06-08T23:55:40Z Jtneill 10242 Created page with "[[Category:Motivation and emotion/Book/Hormones]]" 2814720 wikitext text/x-wiki [[Category:Motivation and emotion/Book/Hormones]] 0zvccgo4txr0hymvkvw506scw536fi3 0 330063 2814728 2026-06-09T00:25:48Z Jtneill 10242 Jtneill moved page [[Motivation and emotion/Textbook/Motivation/Motivational toxicity]] to [[Motivation and emotion/Book/2010/Motivational toxicity]] 2814728 wikitext text/x-wiki #REDIRECT [[Motivation and emotion/Book/2010/Motivational toxicity]] igkuv9jtrafwxisi6jmi55w9sy9k6wj 1 330064 2814730 2026-06-09T00:25:48Z Jtneill 10242 Jtneill moved page [[Talk:Motivation and emotion/Textbook/Motivation/Motivational toxicity]] to [[Talk:Motivation and emotion/Book/2010/Motivational toxicity]] 2814730 wikitext text/x-wiki #REDIRECT [[Talk:Motivation and emotion/Book/2010/Motivational toxicity]] 93841mf5tuu9o69pfijg4459stvl19f 14 330065 2814735 2026-06-09T02:21:41Z Jtneill 10242 Created page with "[[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Positive psychology]]" 2814735 wikitext text/x-wiki [[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Positive psychology]] 10lkz8fapbp6481fksx7i2lvfc59u4b 14 330066 2814740 2026-06-09T03:22:16Z Jtneill 10242 Created page with "[[Category:Motivation and emotion/Book/Mindset]] [[Category:Motivation and emotion/Book/Stress]]" 2814740 wikitext text/x-wiki [[Category:Motivation and emotion/Book/Mindset]] [[Category:Motivation and emotion/Book/Stress]] o67uqaws792mcgppt2monvmq4sh6vxj 14 330067 2814748 2026-06-09T03:45:08Z Jtneill 10242 Created page with "[[Category:Motivation and emotion/Book/Autonomy]] [[Category:Motivation and emotion/Book/Self-determination theory]]" 2814748 wikitext text/x-wiki [[Category:Motivation and emotion/Book/Autonomy]] [[Category:Motivation and emotion/Book/Self-determination theory]] adlokk8bkrjn8rxvg6vowrdroue79cf 14 330068 2814751 2026-06-09T03:48:11Z Jtneill 10242 Created page with "[[Category:Motivation and emotion/Book/Relationships]]" 2814751 wikitext text/x-wiki [[Category:Motivation and emotion/Book/Relationships]] a36keiacxepuds4kxk6cant14r02xlm 0 330069 2814756 2026-06-09T04:21:33Z Jtneill 10242 Created page with "== Motivation == {| class="wikitable sortable" ! Page Name !! Size (Bytes) |- | [[Motivation and emotion/Book/2025/Adenosine and sleep motivation|Adenosine and sleep motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Adenosine and sleep motivation}} |- | [[Motivation and emotion/Book/2025/Affiliation motivation across cultures|Affiliation motivation across cultures]] || {{PAGESIZE:Motivation and emotion/Book/2025/Affiliation motivation across cultures}} |- | M..." 2814756 wikitext text/x-wiki == Motivation == {| class="wikitable sortable" ! Page Name !! Size (Bytes) |- | [[Motivation and emotion/Book/2025/Adenosine and sleep motivation|Adenosine and sleep motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Adenosine and sleep motivation}} |- | [[Motivation and emotion/Book/2025/Affiliation motivation across cultures|Affiliation motivation across cultures]] || {{PAGESIZE:Motivation and emotion/Book/2025/Affiliation motivation across cultures}} |- | [[Motivation and emotion/Book/2025/AI use, cognitive load, and motivation|AI use, cognitive load, and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/AI use, cognitive load, and motivation}} |- | [[Motivation and emotion/Book/2025/Akrasia and self-control failure|Akrasia and self-control failure]] || {{PAGESIZE:Motivation and emotion/Book/2025/Akrasia and self-control failure}} |- | [[Motivation and emotion/Book/2025/Automaticity in goal striving|Automaticity in goal striving]] || {{PAGESIZE:Motivation and emotion/Book/2025/Automaticity in goal striving}} |- | [[Motivation and emotion/Book/2025/Autonomy and intrinsic motivation in self-determination theory|Autonomy and intrinsic motivation in self-determination theory]] || {{PAGESIZE:Motivation and emotion/Book/2025/Autonomy and intrinsic motivation in self-determination theory}} |- | [[Motivation and emotion/Book/2025/Boredom and substance use|Boredom and substance use]] || {{PAGESIZE:Motivation and emotion/Book/2025/Boredom and substance use}} |- | [[Motivation and emotion/Book/2025/Broaden-and-build theory and motivation|Broaden-and-build theory and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Broaden-and-build theory and motivation}} |- | [[Motivation and emotion/Book/2025/Coercion and therapeutic alliance|Coercion and therapeutic alliance]] || {{PAGESIZE:Motivation and emotion/Book/2025/Coercion and therapeutic alliance}} |- | [[Motivation and emotion/Book/2025/Coercive control in intimate partner violence|Coercive control in intimate partner violence]] || {{PAGESIZE:Motivation and emotion/Book/2025/Coercive control in intimate partner violence}} |- | [[Motivation and emotion/Book/2025/Cognitive dissonance and balance theory in social attitudes|Cognitive dissonance and balance theory in social attitudes]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cognitive dissonance and balance theory in social attitudes}} |- | [[Motivation and emotion/Book/2025/Cortical structures and motivational drive|Cortical structures and motivational drive]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cortical structures and motivational drive}} |- | [[Motivation and emotion/Book/2025/Cultural differences in achievement motivation|Cultural differences in achievement motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cultural differences in achievement motivation}} |- | [[Motivation and emotion/Book/2025/Dark triad and power seeking motivation|Dark triad and power seeking motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Dark triad and power seeking motivation}} |- | [[Motivation and emotion/Book/2025/Defensive avoidance and goal pursuit|Defensive avoidance and goal pursuit]] || {{PAGESIZE:Motivation and emotion/Book/2025/Defensive avoidance and goal pursuit}} |- | [[Motivation and emotion/Book/2025/Defensive pessimism and performance|Defensive pessimism and performance]] || {{PAGESIZE:Motivation and emotion/Book/2025/Defensive pessimism and performance}} |- | [[Motivation and emotion/Book/2025/Domestic energy conservation motivation|Domestic energy conservation motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Domestic energy conservation motivation}} |- | [[Motivation and emotion/Book/2025/E-cigarette use motivation|E-cigarette use motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/E-cigarette use motivation}} |- | [[Motivation and emotion/Book/2025/Encouragement and motivation|Encouragement and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Encouragement and motivation}} |- | [[Motivation and emotion/Book/2025/Executive function and motivation|Executive function and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Executive function and motivation}} |- | [[Motivation and emotion/Book/2025/Fixed vs growth mindset|Fixed vs growth mindset]] || {{PAGESIZE:Motivation and emotion/Book/2025/Fixed vs growth mindset}} |- | [[Motivation and emotion/Book/2025/Future orientation and criminal behaviour|Future orientation and criminal behaviour]] || {{PAGESIZE:Motivation and emotion/Book/2025/Future orientation and criminal behaviour}} |- | [[Motivation and emotion/Book/2025/Generativity|Generativity]] || {{PAGESIZE:Motivation and emotion/Book/2025/Generativity}} |- | [[Motivation and emotion/Book/2025/GLP-1 receptor agonists and hunger|GLP-1 receptor agonists and hunger]] || {{PAGESIZE:Motivation and emotion/Book/2025/GLP-1 receptor agonists and hunger}} |- | [[Motivation and emotion/Book/2025/Grit and academic achievement|Grit and academic achievement]] || {{PAGESIZE:Motivation and emotion/Book/2025/Grit and academic achievement}} |- | [[Motivation and emotion/Book/2025/Homeostasis and basic drives|Homeostasis and basic drives]] || {{PAGESIZE:Motivation and emotion/Book/2025/Homeostasis and basic drives}} |- | [[Motivation and emotion/Book/2025/Hunger and satiety cue awareness|Hunger and satiety cue awareness]] || {{PAGESIZE:Motivation and emotion/Book/2025/Hunger and satiety cue awareness}} |- | [[Motivation and emotion/Book/2025/Incentive theory of motivation|Incentive theory of motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Incentive theory of motivation}} |- | [[Motivation and emotion/Book/2025/Investment model of commitment and social motivation|Investment model of commitment and social motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Investment model of commitment and social motivation}} |- | [[Motivation and emotion/Book/2025/Lifelong learning motivation|Lifelong learning motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Lifelong learning motivation}} |- | [[Motivation and emotion/Book/2025/Melatonin and circadian motivation|Melatonin and circadian motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Melatonin and circadian motivation}} |- | [[Motivation and emotion/Book/2025/Mindsets and personality|Mindsets and personality]] || {{PAGESIZE:Motivation and emotion/Book/2025/Mindsets and personality}} |- | [[Motivation and emotion/Book/2025/Mobile phone use motivation|Mobile phone use motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Mobile phone use motivation}} |- | [[Motivation and emotion/Book/2025/Morbid curiosity|Morbid curiosity]] || {{PAGESIZE:Motivation and emotion/Book/2025/Morbid curiosity}} |- | [[Motivation and emotion/Book/2025/Motivational fluctuation|Motivational fluctuation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Motivational fluctuation}} |- | [[Motivation and emotion/Book/2025/Motivation for healthy change in pregnancy|Motivation for healthy change in pregnancy]] || {{PAGESIZE:Motivation and emotion/Book/2025/Motivation for healthy change in pregnancy}} |- | [[Motivation and emotion/Book/2025/Motivation for using AI companions|Motivation for using AI companions]] || {{PAGESIZE:Motivation and emotion/Book/2025/Motivation for using AI companions}} |- | [[Motivation and emotion/Book/2025/Neural mechanisms of delayed gratification|Neural mechanisms of delayed gratification]] || {{PAGESIZE:Motivation and emotion/Book/2025/Neural mechanisms of delayed gratification}} |- | [[Motivation and emotion/Book/2025/Neurodivergence and motivation|Neurodivergence and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Neurodivergence and motivation}} |- | [[Motivation and emotion/Book/2025/Pain avoidance motivation|Pain avoidance motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Pain avoidance motivation}} |- | [[Motivation and emotion/Book/2025/Play motivation|Play motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Play motivation}} |- | [[Motivation and emotion/Book/2025/Pleasure anticipation and dopamine|Pleasure anticipation and dopamine]] || {{PAGESIZE:Motivation and emotion/Book/2025/Pleasure anticipation and dopamine}} |- | [[Motivation and emotion/Book/2025/Positive criminology and motivation|Positive criminology and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Positive criminology and motivation}} |- | [[Motivation and emotion/Book/2025/Positive emotion and approach motivation|Positive emotion and approach motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Positive emotion and approach motivation}} |- | [[Motivation and emotion/Book/2025/Procrastination and temporal discounting|Procrastination and temporal discounting]] || {{PAGESIZE:Motivation and emotion/Book/2025/Procrastination and temporal discounting}} |- | [[Motivation and emotion/Book/2025/Role-playing game motivation|Role-playing game motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Role-playing game motivation}} |- | [[Motivation and emotion/Book/2025/Scarcity mindset and decision-making|Scarcity mindset and decision-making]] || {{PAGESIZE:Motivation and emotion/Book/2025/Scarcity mindset and decision-making}} |- | [[Motivation and emotion/Book/2025/School shooting motivation|School shooting motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/School shooting motivation}} |- | [[Motivation and emotion/Book/2025/Self-compassion and academic procrastination|Self-compassion and academic procrastination]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-compassion and academic procrastination}} |- | [[Motivation and emotion/Book/2025/Self-control and ego depletion recovery|Self-control and ego depletion recovery]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-control and ego depletion recovery}} |- | [[Motivation and emotion/Book/2025/Self-disclosure motivation|Self-disclosure motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-disclosure motivation}} |- | [[Motivation and emotion/Book/2025/Self-regulation across the lifespan|Self-regulation across the lifespan]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-regulation across the lifespan}} |- | [[Motivation and emotion/Book/2025/Sexual motivation across the lifespan|Sexual motivation across the lifespan]] || {{PAGESIZE:Motivation and emotion/Book/2025/Sexual motivation across the lifespan}} |- | [[Motivation and emotion/Book/2025/Sleep and ego depletion|Sleep and ego depletion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Sleep and ego depletion}} |- | [[Motivation and emotion/Book/2025/Standing desks and motivation|Standing desks and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Standing desks and motivation}} |- | [[Motivation and emotion/Book/2025/Staff retention motivation|Staff retention motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Staff retention motivation}} |- | [[Motivation and emotion/Book/2025/Theory of basic human values|Theory of basic human values]] || {{PAGESIZE:Motivation and emotion/Book/2025/Theory of basic human values}} |- | [[Motivation and emotion/Book/2025/Thirst regulation|Thirst regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Thirst regulation}} |- | [[Motivation and emotion/Book/2025/Transactive goal dynamics theory and motivation|Transactive goal dynamics theory and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Transactive goal dynamics theory and motivation}} |- | [[Motivation and emotion/Book/2025/Types of impulsivity|Types of impulsivity]] || {{PAGESIZE:Motivation and emotion/Book/2025/Types of impulsivity}} |- | [[Motivation and emotion/Book/2025/Vasopressin and motivation|Vasopressin and motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Vasopressin and motivation}} |- | [[Motivation and emotion/Book/2025/Work motivation and self-determination theory|Work motivation and self-determination theory]] || {{PAGESIZE:Motivation and emotion/Book/2025/Work motivation and self-determination theory}} |} == Emotion == {| class="wikitable sortable" ! Page Name !! Size (Bytes) |- | [[Motivation and emotion/Book/2025/Affect regulation via psychoactive drugs|Affect regulation via psychoactive drugs]] || {{PAGESIZE:Motivation and emotion/Book/2025/Affect regulation via psychoactive drugs}} |- | [[Motivation and emotion/Book/2025/AI companions and loneliness|AI companions and loneliness]] || {{PAGESIZE:Motivation and emotion/Book/2025/AI companions and loneliness}} |- | [[Motivation and emotion/Book/2025/Amygdala and fear motivation|Amygdala and fear motivation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Amygdala and fear motivation}} |- | [[Motivation and emotion/Book/2025/Anger and sport|Anger and sport]] || {{PAGESIZE:Motivation and emotion/Book/2025/Anger and sport}} |- | [[Motivation and emotion/Book/2025/Appraisals and anger|Appraisals and anger]] || {{PAGESIZE:Motivation and emotion/Book/2025/Appraisals and anger}} |- | [[Motivation and emotion/Book/2025/Aversion to happiness|Aversion to happiness]] || {{PAGESIZE:Motivation and emotion/Book/2025/Aversion to happiness}} |- | [[Motivation and emotion/Book/2025/Body neutrality and emotional well-being|Body neutrality and emotional well-being]] || {{PAGESIZE:Motivation and emotion/Book/2025/Body neutrality and emotional well-being}} |- | [[Motivation and emotion/Book/2025/Cancer screening and emotion|Cancer screening and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cancer screening and emotion}} |- | [[Motivation and emotion/Book/2025/Cognitive strategies and emotion regulation|Cognitive strategies and emotion regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cognitive strategies and emotion regulation}} |- | [[Motivation and emotion/Book/2025/Coping with anticipatory stress|Coping with anticipatory stress]] || {{PAGESIZE:Motivation and emotion/Book/2025/Coping with anticipatory stress}} |- | [[Motivation and emotion/Book/2025/Cultivating awe|Cultivating awe]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cultivating awe}} |- | [[Motivation and emotion/Book/2025/Cultivating joy through daily practices|Cultivating joy through daily practices]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cultivating joy through daily practices}} |- | [[Motivation and emotion/Book/2025/Cultivating self-compassion|Cultivating self-compassion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cultivating self-compassion}} |- | [[Motivation and emotion/Book/2025/Cultural differences in grief|Cultural differences in grief]] || {{PAGESIZE:Motivation and emotion/Book/2025/Cultural differences in grief}} |- | [[Motivation and emotion/Book/2025/Dark triad and empathy|Dark triad and empathy]] || {{PAGESIZE:Motivation and emotion/Book/2025/Dark triad and empathy}} |- | [[Motivation and emotion/Book/2025/Defence mechanisms and emotion regulation|Defence mechanisms and emotion regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Defence mechanisms and emotion regulation}} |- | [[Motivation and emotion/Book/2025/Dialectical behaviour therapy and emotion regulation|Dialectical behaviour therapy and emotion regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Dialectical behaviour therapy and emotion regulation}} |- | [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] || {{PAGESIZE:Motivation and emotion/Book/2025/Dreams and emotional problem-solving}} |- | [[Motivation and emotion/Book/2025/Drug use as emotion regulation|Drug use as emotion regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Drug use as emotion regulation}} |- | [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] || {{PAGESIZE:Motivation and emotion/Book/2025/Emotion regulation through exercise}} |- | [[Motivation and emotion/Book/2025/Emotional dependency in abusive relationships|Emotional dependency in abusive relationships]] || {{PAGESIZE:Motivation and emotion/Book/2025/Emotional dependency in abusive relationships}} |- | [[Motivation and emotion/Book/2025/Emotional usability|Emotional usability]] || {{PAGESIZE:Motivation and emotion/Book/2025/Emotional usability}} |- | [[Motivation and emotion/Book/2025/Expressive writing and emotion regulation|Expressive writing and emotion regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Expressive writing and emotion regulation}} |- | [[Motivation and emotion/Book/2025/Exteroception and emotion|Exteroception and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Exteroception and emotion}} |- | [[Motivation and emotion/Book/2025/Fear of failure and procrastination|Fear of failure and procrastination]] || {{PAGESIZE:Motivation and emotion/Book/2025/Fear of failure and procrastination}} |- | [[Motivation and emotion/Book/2025/Fear of failure and procrastination 2|Fear of failure and procrastination 2]] || {{PAGESIZE:Motivation and emotion/Book/2025/Fear of failure and procrastination 2}} |- | [[Motivation and emotion/Book/2025/Guided meditation and emotion regulation|Guided meditation and emotion regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Guided meditation and emotion regulation}} |- | [[Motivation and emotion/Book/2025/Imaginative play and emotion regulation|Imaginative play and emotion regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Imaginative play and emotion regulation}} |- | [[Motivation and emotion/Book/2025/Inner voice in anxiety|Inner voice in anxiety]] || {{PAGESIZE:Motivation and emotion/Book/2025/Inner voice in anxiety}} |- | [[Motivation and emotion/Book/2025/Lighting and mood|Lighting and mood]] || {{PAGESIZE:Motivation and emotion/Book/2025/Lighting and mood}} |- | [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationship satisfaction]] || {{PAGESIZE:Motivation and emotion/Book/2025/Love styles and relationship satisfaction}} |- | [[Motivation and emotion/Book/2025/Maladaptive defence mechanisms and distress|Maladaptive defence mechanisms and distress]] || {{PAGESIZE:Motivation and emotion/Book/2025/Maladaptive defence mechanisms and distress}} |- | [[Motivation and emotion/Book/2025/Mental health in astronauts|Mental health in astronauts]] || {{PAGESIZE:Motivation and emotion/Book/2025/Mental health in astronauts}} |- | [[Motivation and emotion/Book/2025/Metacognition and emotional regulation|Metacognition and emotional regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Metacognition and emotional regulation}} |- | [[Motivation and emotion/Book/2025/Mindful eating and food satisfaction|Mindful eating and food satisfaction]] || {{PAGESIZE:Motivation and emotion/Book/2025/Mindful eating and food satisfaction}} |- | [[Motivation and emotion/Book/2025/Moodiness|Moodiness]] || {{PAGESIZE:Motivation and emotion/Book/2025/Moodiness}} |- | [[Motivation and emotion/Book/2025/Music and social bonding|Music and social bonding]] || {{PAGESIZE:Motivation and emotion/Book/2025/Music and social bonding}} |- | [[Motivation and emotion/Book/2025/Narrative therapy and emotion|Narrative therapy and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Narrative therapy and emotion}} |- | [[Motivation and emotion/Book/2025/Negative affect and substance use relapse|Negative affect and substance use relapse]] || {{PAGESIZE:Motivation and emotion/Book/2025/Negative affect and substance use relapse}} |- | [[Motivation and emotion/Book/2025/Neurodivergence and trauma|Neurodivergence and trauma]] || {{PAGESIZE:Motivation and emotion/Book/2025/Neurodivergence and trauma}} |- | [[Motivation and emotion/Book/2025/Neurodiversity and emotion|Neurodiversity and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Neurodiversity and emotion}} |- | [[Motivation and emotion/Book/2025/Neuroscience of interest|Neuroscience of interest]] || {{PAGESIZE:Motivation and emotion/Book/2025/Neuroscience of interest}} |- | [[Motivation and emotion/Book/2025/Neuroscience of unexpected positive outcomes|Neuroscience of unexpected positive outcomes]] || {{PAGESIZE:Motivation and emotion/Book/2025/Neuroscience of unexpected positive outcomes}} |- | [[Motivation and emotion/Book/2025/Polyvagal theory|Polyvagal theory]] || {{PAGESIZE:Motivation and emotion/Book/2025/Polyvagal theory}} |- | [[Motivation and emotion/Book/2025/Pregnancy loss and emotion|Pregnancy loss and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Pregnancy loss and emotion}} |- | [[Motivation and emotion/Book/2025/Rational compassion|Rational compassion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Rational compassion}} |- | [[Motivation and emotion/Book/2025/Rejection sensitivity|Rejection sensitivity]] || {{PAGESIZE:Motivation and emotion/Book/2025/Rejection sensitivity}} |- | [[Motivation and emotion/Book/2025/Self-blame and trauma|Self-blame and trauma]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-blame and trauma}} |- | [[Motivation and emotion/Book/2025/Self-medication hypothesis and emotion|Self-medication hypothesis and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-medication hypothesis and emotion}} |- | [[Motivation and emotion/Book/2025/Self-disclosure and well-being|Self-disclosure and well-being]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-disclosure and well-being}} |- | [[Motivation and emotion/Book/2025/Self-stigma and emotion|Self-stigma and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-stigma and emotion}} |- | [[Motivation and emotion/Book/2025/Self-transcendent emotions|Self-transcendent emotions]] || {{PAGESIZE:Motivation and emotion/Book/2025/Self-transcendent emotions}} |- | [[Motivation and emotion/Book/2025/Smiling and emotion expression across cultures|Smiling and emotion expression across cultures]] || {{PAGESIZE:Motivation and emotion/Book/2025/Smiling and emotion expression across cultures}} |- | [[Motivation and emotion/Book/2025/Social media and emotion regulation|Social media and emotion regulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Social media and emotion regulation}} |- | [[Motivation and emotion/Book/2025/Social media and emotional dysregulation|Social media and emotional dysregulation]] || {{PAGESIZE:Motivation and emotion/Book/2025/Social media and emotional dysregulation}} |- | [[Motivation and emotion/Book/2025/Social media and happiness|Social media and happiness]] || {{PAGESIZE:Motivation and emotion/Book/2025/Social media and happiness}} |- | [[Motivation and emotion/Book/2025/Spirituality and mental health|Spirituality and mental health]] || {{PAGESIZE:Motivation and emotion/Book/2025/Spirituality and mental health}} |- | [[Motivation and emotion/Book/2025/Spirituality and resilience|Spirituality and resilience]] || {{PAGESIZE:Motivation and emotion/Book/2025/Spirituality and resilience}} |- | [[Motivation and emotion/Book/2025/Stress and psychological well-being|Stress and psychological well-being]] || {{PAGESIZE:Motivation and emotion/Book/2025/Stress and psychological well-being}} |- | [[Motivation and emotion/Book/2025/Tattoo regret|Tattoo regret]] || {{PAGESIZE:Motivation and emotion/Book/2025/Tattoo regret}} |- | [[Motivation and emotion/Book/2025/Time perception and emotion|Time perception and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Time perception and emotion}} |- | [[Motivation and emotion/Book/2025/Trauma and attachment development|Trauma and attachment development]] || {{PAGESIZE:Motivation and emotion/Book/2025/Trauma and attachment development}} |- | [[Motivation and emotion/Book/2025/Uncanny valley and emotion|Uncanny valley and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/Uncanny valley and emotion}} |- | [[Motivation and emotion/Book/2025/White noise and emotion|White noise and emotion]] || {{PAGESIZE:Motivation and emotion/Book/2025/White noise and emotion}} |- | [[Motivation and emotion/Book/2025/Working from home and mental health|Working from home and mental health]] || {{PAGESIZE:Motivation and emotion/Book/2025/Working from home and mental health}} |- | [[Motivation and emotion/Book/2025/World happiness|World happiness]] || {{PAGESIZE:Motivation and emotion/Book/2025/World happiness}} |} == Motivation and emotion == {| class="wikitable sortable" ! Page Name !! 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2026-06-09T04:38:07Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Automaticity in goal striving|Automaticity in goal striving]] (Book chapter, 2025)" 2814776 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Automaticity in goal striving|Automaticity in goal striving]] (Book chapter, 2025) kec2zvj033ufagpypfo2dfllfg23xk1 2814777 2814776 2026-06-09T04:38:47Z Jtneill 10242 + categories 2814777 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Automaticity in goal striving|Automaticity in goal striving]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Behaviour]] [[Category:Motivation and emotion/Book/Goal striving]] [[Category:Motivation and emotion/Book/Habit]] [[Category:Motivation and emotion/Book/Unconscious]] cx67ha8d3azdxfu4xsm5xsjkaqi6fbm 0 330073 2814779 2026-06-09T04:42:48Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]]" 2814779 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] sl8egzshr4jaxzsr9juqa2wcdeurbpc 0 330074 2814781 2026-06-09T04:45:20Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]]" 2814781 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Dreams and emotional problem-solving|Dreams and emotional problem-solving]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Dreams]] [[Category:Motivation and emotion/Book/Emotion]] ts53k1rtdbdyhohl76j4uybo923ni4u 0 330075 2814786 2026-06-09T04:54:18Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Future orientation and criminal behaviour|Future orientation and criminal behaviour]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Forensic]] [[Category:Motivation and emotion/Book/Time perspective]]" 2814786 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Future orientation and criminal behaviour|Future orientation and criminal behaviour]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Forensic]] [[Category:Motivation and emotion/Book/Time perspective]] 6956bm90rutudsbi4qsq472pc5eagw3 0 330076 2814789 2026-06-09T04:57:35Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Developmental]] [[Category:Motivation and emotion/Book/Motivation]]" 2814789 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Developmental]] [[Category:Motivation and emotion/Book/Motivation]] cotvmia5hdehf3cmzuggodsf2nwzcn8 2814800 2814789 2026-06-09T05:07:43Z Jtneill 10242 2814800 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Generativity|Generativity]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Developmental]] [[Category:Motivation and emotion/Book/Motivation]] jfchy1x2krsi3x5eei5xkq4pd1pcmfv 0 330077 2814791 2026-06-09T04:59:52Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Learning]]" 2814791 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Learning]] 1i9lxntg7xt04qmd0nmy3ui6gmes4e4 2814799 2814791 2026-06-09T05:07:11Z Jtneill 10242 2814799 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Lifelong learning motivation|Lifelong learning motivation]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Learning]] 0tge4mit4okb0blbxhpm2t639dsui76 0 330078 2814793 2026-06-09T05:02:28Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neurotransmitters/Dopamine]] [[Category:Motivation and emotion/Book/Pleasure]]" 2814793 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neurotransmitters/Dopamine]] [[Category:Motivation and emotion/Book/Pleasure]] n7msx61ztwmwa29av8xjcs75mv3u6vn 2814798 2814793 2026-06-09T05:06:42Z Jtneill 10242 2814798 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Pleasure anticipation and dopamine|Pleasure anticipation and dopamine]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neurotransmitters/Dopamine]] [[Category:Motivation and emotion/Book/Pleasure]] rt6zwpkm51akwiaesdeu3pf3b55piyo 0 330079 2814796 2026-06-09T05:05:36Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Body image]] [[Category:Motivation and emotion/Book/Emotion]]" 2814796 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Body image]] [[Category:Motivation and emotion/Book/Emotion]] 75nnj5ehcocrg5p0xbihzpmpnlic2lq 2814797 2814796 2026-06-09T05:06:06Z Jtneill 10242 2814797 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Body neutrality and emotional well-being|Body neutrality and emotional well-being]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Body image]] [[Category:Motivation and emotion/Book/Emotion]] h0eot06xclvesyg0vcg578du4q52hs1 0 330080 2814803 2026-06-09T05:10:36Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Cancer screening and emotion|Cancer screening and emotion]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cancer]] [[Category:Motivation and emotion/Book/Emotion]]" 2814803 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Cancer screening and emotion|Cancer screening and emotion]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Cancer]] [[Category:Motivation and emotion/Book/Emotion]] lpakqod3l43en9a3fyq1gv6526b2ows 0 330081 2814805 2026-06-09T05:13:22Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Motivation and emotion/Book/Relationships]]" 2814805 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Motivation and emotion/Book/Relationships]] 5i6j4klmdi2lr8yj4fvndgrg781dm3t 2814806 2814805 2026-06-09T05:13:50Z Jtneill 10242 2814806 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Love styles and relationship satisfaction|Love styles and relationship satisfaction]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] [[Category:Motivation and emotion/Book/Relationships]] 74ubd4a22k6j24df97nv65qniz8qzu0 0 330082 2814808 2026-06-09T05:16:55Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Moodiness|Moodiness]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]]" 2814808 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Moodiness|Moodiness]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] nj2xdlfrwkbb7vagnidinjb6f3iej82 0 330083 2814812 2026-06-09T05:22:28Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Spirituality and resilience|Spirituality and resilience]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychological resilience]] [[Category:Motivation and emotion/Book/Spirituality]]" 2814812 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Spirituality and resilience|Spirituality and resilience]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychological resilience]] [[Category:Motivation and emotion/Book/Spirituality]] 5y5npowo8kcdd6pfsvxd9brvcfhjcsq 0 330084 2814814 2026-06-09T05:24:28Z Jtneill 10242 Created page with "{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Self-stigma and emotion|Self-stigma and emotion]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self]] [[Category:Motivation and emotion/Book/Stigma]]" 2814814 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Self-stigma and emotion|Self-stigma and emotion]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self]] [[Category:Motivation and emotion/Book/Stigma]] ayws2i68p30hbz7vjeh1h39d2qmmebv 0 330085 2814819 2026-06-09T06:40:43Z ~2026-34108-58 3091340 Created page with "The 1973 war between Egypt and Israel was the '''Yom Kippur War''' (also known as the October War), a major conflict that began on October 6, 1973. It was a critical turning point in the modern history of the Middle East. Here are the key details of the conflict: '''The Path to War''' The war was a direct result of the '''Six-Day War of 1967''', when Israel captured the Sinai Peninsula from Egypt and the Golan Heights from Syria. For six years, Egypt and Syria refused..." 2814819 wikitext text/x-wiki The 1973 war between Egypt and Israel was the '''Yom Kippur War''' (also known as the October War), a major conflict that began on October 6, 1973. It was a critical turning point in the modern history of the Middle East. Here are the key details of the conflict: '''The Path to War''' The war was a direct result of the '''Six-Day War of 1967''', when Israel captured the Sinai Peninsula from Egypt and the Golan Heights from Syria. For six years, Egypt and Syria refused to accept Israel's occupation of their territories. Egyptian President Anwar Sadat, in particular, was determined to break the political stalemate, believing only a military operation could force Israel to negotiate the return of the Sinai. '''The Surprise Attack: October 6, 1973''' On Yom Kippur, the holiest day in the Jewish calendar, Egypt and Syria launched a coordinated surprise attack:   '''Egypt''' sent troops across the Suez Canal into the Israeli-occupied Sinai Peninsula.   '''Syria''' attacked Israeli positions in the Golan Heights. The attack caught Israel's military and intelligence services completely off guard, as they had been convinced their Arab neighbors would not risk starting a war. '''The Course of the War''' '''Initial Arab Successes''' In the first two days, the Arab forces achieved significant military gains: Egyptian forces successfully crossed the Suez Canal, overrunning the Israeli Bar-Lev Line fortifications and pushing approximately 12-20 kilo-meters into the Sinai Peninsula. <nowiki>*</nowiki>   In the '''north''', Syria advanced deep into the Golan Heights, threatening to overrun Israeli defensive positions. '''The Turning Point''' After the initial shock, Israel mobilized its reserve forces and launched a counter-offensive. The turning point came when Israel decided to concentrate its primary forces against Syria first: <nowiki>*</nowiki>   The '''Golan Heights''' were secured, and the Israeli army pushed forward to within artillery range of the Syrian capital, '''Damascus'''. <nowiki>*</nowiki>   With the northern front stabilized, Israel turned its full attention to '''Egypt'''. In a bold move, Israeli forces, commanded by General Ariel Sharon, crossed the Suez Canal to the west, outflanking the Egyptian army. They established a bridgehead on the canal's western bank and encircled the Egyptian Third Army, a major part of Egypt's combat force, threatening its complete destruction. '''Superpower Involvement''' The war coincided with the Cold War, involving the two superpowers. The Soviet Union supplied its Arab allies, Egypt and Syria, while the United States launched a massive airlift to replenish Israeli military supplies after Israel sustained heavy losses. In response, Arab members of OPEC (Organization of Petroleum Exporting Countries) declared an oil embargo against the United States and other Western nations that supported Israel, leading to a major global energy crisis. '''Ceasefire and End of Hostilities''' Fearing the conflict could draw them into a direct confrontation and escalate into a world war, both superpowers pushed for a ceasefire. The war formally ended after the United Nations Security Council passed a ceasefire resolution on October 22, which came into effect on October 24, 1973. Overall, the war lasted approximately 19 days. '''Consequences and A Lasting Peace''' The war had profound and lasting consequences: '''Political Upheaval in Israel:''' Despite the military turnaround, the war was seen as a national trauma in Israel. The surprise attack and heavy casualties led to public outrage, causing the government of Prime Minister Golda Meir to resign in 1974. '''The Path to Peace''': Paradoxically, the war broke the political deadlock that had existed since 1967. It led directly to the '''Camp David Accords''' in 1978, followed by the '''Egyptian-Israeli Peace Treaty''' in 1979—the first time an Arab country recognized the State of Israel. 🌐 On the Term "Israeli Colony" You mentioned the "Israeli colony." It's important to clarify that '''Israel is a sovereign, internationally recognized state'''. The territories captured in 1967—the Sinai (returned to Egypt in 1982) and the Golan Heights (annexed by Israel in 1981, a move not recognized internationally)—are generally referred to as "occupied territories" in international law, not as "colonies." The term "Israeli colony" is not a standard description of the state of Israel. In short, the 1973 war was a pivotal Arab-Israeli conflict that shocked the world, changed the balance of power in the Middle East, and ultimately paved the way for the first peace treaty between Israel and an Arab nation. 4b2luasm7karitck76g46alfkjt3zv6 2814825 2814819 2026-06-09T07:44:47Z Jtneill 10242 {{AI-generated}} {{Speedy|No learning objectives}} 2814825 wikitext text/x-wiki {{AI-generated}} {{Speedy|No learning objectives}} The 1973 war between Egypt and Israel was the '''Yom Kippur War''' (also known as the October War), a major conflict that began on October 6, 1973. It was a critical turning point in the modern history of the Middle East. Here are the key details of the conflict: '''The Path to War''' The war was a direct result of the '''Six-Day War of 1967''', when Israel captured the Sinai Peninsula from Egypt and the Golan Heights from Syria. For six years, Egypt and Syria refused to accept Israel's occupation of their territories. Egyptian President Anwar Sadat, in particular, was determined to break the political stalemate, believing only a military operation could force Israel to negotiate the return of the Sinai. '''The Surprise Attack: October 6, 1973''' On Yom Kippur, the holiest day in the Jewish calendar, Egypt and Syria launched a coordinated surprise attack:   '''Egypt''' sent troops across the Suez Canal into the Israeli-occupied Sinai Peninsula.   '''Syria''' attacked Israeli positions in the Golan Heights. The attack caught Israel's military and intelligence services completely off guard, as they had been convinced their Arab neighbors would not risk starting a war. '''The Course of the War''' '''Initial Arab Successes''' In the first two days, the Arab forces achieved significant military gains: Egyptian forces successfully crossed the Suez Canal, overrunning the Israeli Bar-Lev Line fortifications and pushing approximately 12-20 kilo-meters into the Sinai Peninsula. <nowiki>*</nowiki>   In the '''north''', Syria advanced deep into the Golan Heights, threatening to overrun Israeli defensive positions. '''The Turning Point''' After the initial shock, Israel mobilized its reserve forces and launched a counter-offensive. The turning point came when Israel decided to concentrate its primary forces against Syria first: <nowiki>*</nowiki>   The '''Golan Heights''' were secured, and the Israeli army pushed forward to within artillery range of the Syrian capital, '''Damascus'''. <nowiki>*</nowiki>   With the northern front stabilized, Israel turned its full attention to '''Egypt'''. In a bold move, Israeli forces, commanded by General Ariel Sharon, crossed the Suez Canal to the west, outflanking the Egyptian army. They established a bridgehead on the canal's western bank and encircled the Egyptian Third Army, a major part of Egypt's combat force, threatening its complete destruction. '''Superpower Involvement''' The war coincided with the Cold War, involving the two superpowers. The Soviet Union supplied its Arab allies, Egypt and Syria, while the United States launched a massive airlift to replenish Israeli military supplies after Israel sustained heavy losses. In response, Arab members of OPEC (Organization of Petroleum Exporting Countries) declared an oil embargo against the United States and other Western nations that supported Israel, leading to a major global energy crisis. '''Ceasefire and End of Hostilities''' Fearing the conflict could draw them into a direct confrontation and escalate into a world war, both superpowers pushed for a ceasefire. The war formally ended after the United Nations Security Council passed a ceasefire resolution on October 22, which came into effect on October 24, 1973. Overall, the war lasted approximately 19 days. '''Consequences and A Lasting Peace''' The war had profound and lasting consequences: '''Political Upheaval in Israel:''' Despite the military turnaround, the war was seen as a national trauma in Israel. The surprise attack and heavy casualties led to public outrage, causing the government of Prime Minister Golda Meir to resign in 1974. '''The Path to Peace''': Paradoxically, the war broke the political deadlock that had existed since 1967. It led directly to the '''Camp David Accords''' in 1978, followed by the '''Egyptian-Israeli Peace Treaty''' in 1979—the first time an Arab country recognized the State of Israel. 🌐 On the Term "Israeli Colony" You mentioned the "Israeli colony." It's important to clarify that '''Israel is a sovereign, internationally recognized state'''. The territories captured in 1967—the Sinai (returned to Egypt in 1982) and the Golan Heights (annexed by Israel in 1981, a move not recognized internationally)—are generally referred to as "occupied territories" in international law, not as "colonies." The term "Israeli colony" is not a standard description of the state of Israel. In short, the 1973 war was a pivotal Arab-Israeli conflict that shocked the world, changed the balance of power in the Middle East, and ultimately paved the way for the first peace treaty between Israel and an Arab nation. sm04tnn0yavpy147oevpl2s4unoso4y 2 330086 2814836 2026-06-09T08:37:08Z Zxrajib 3091374 Created user page. 2814836 wikitext text/x-wiki == About me == I am a Wikiversity user interested in open learning resources, beginner-friendly education, digital skills, online work safety, remote work awareness, and scam prevention. == Learning interests == * Digital skills * Online learning * Freelancing education * Remote work awareness * Online safety * Scam prevention * Beginner-friendly learning materials == Wikiversity work == I am interested in learning how Wikiversity works and contributing educational resources where appropriate. I plan to follow Wikiversity policies and avoid promotional or spam content. == Notes == This user page is for Wikiversity-related identification and contribution notes. 9njyk70gxyc6bv06k6bsy4nvem8630r